Teaching Practice Task 1 Weekly Reflections

Program link: This task is associated to the guidelines of the content courses EPC 3403 Practicum
3a, EPR 3003 Mathematics for the Primary School Teacher and EPR 3203 Mathematics Teaching
Methods for the Primary School Teacher. It is a reflection of how you have applied the theories
learned in the college courses.

Objective: Write your weekly reflection in paragraph form (in a blog on your wix website).
You should complete a reflection of a min. of 150 words for each week. Remember, it is
your personal account of your thoughts, feelings and reactions during your time in the
school.

You can use this table to make notes / jot down ideas during TP. It would also be helpful to
consistently reflect on your professional development. When completed you will upload your work
to your blog and add pictures to support the ideas written about.

How is Math delivered in the classroom? What were the learning outcomes taught? Were all
levels (E, D, and M) taught? How (or why not if they werent)?
The way that my MST she is delivering the lesson to the student is based on their level,
which mean that she is using the simple math words when she is expelling, moreover when
she is say the numbers she is modeling it and let the student do it too, because most of the
students they dont know the numbers . Also she is using objects while she is teaching, and
the good thing is that she is letting the students too use it with her, and this way will aid the
student to get access to the information swiftly. Furthermore in the end of the delivering
the lesson she is asking them question for example about the subtraction in subtraction do
we take or give ? est.

MST she is always writing the outcome of the lesson on the board, what she is not saying it
verbally, and when I ask her do they know the outcome of the lesson she side no ! its
required from the principle to write on the board. In my opinion telling to the students
about outcome is vital because, they should know what they will be taking today, and if they
dont understand they will realize that they dont get meted with the lesson and they have
inform the teacher and this way for sure will help student to move to the progress . But if
the teacher doesnt mention it, the student will not know what they should know and what
is necessary in the lesson.

During my this TP I notes on my class students that, they are in one level which is emergent,
the reasons that I consider them under this level is because they are facing dilemma in the
basic thing which is numbers, most of the students they dont know the counting , and other
they dont know how to write the numbers , and the rest they dont know the different
between number to number , according to their condition My MST is giving them additional
work, for example let them to write the numbers , giving the worksheets.
How was your Math Talk during the lessons that you were teaching Math or working with
small groups?
As I mention that the level of the student is low so the teacher she is using simple words
during explaining for the class ,for example instead of saying other synonyms of the sum she
is saying adding, top on that she is providing them with real life examples where they use
numbers , for example in shops. During my observation i notes that she is asking them
questions a lot that have number on it, and the reason is that she needs from them to realize
the different between the slang talk and the math talk, and to have progress in the problem
which counting and numbers, so for example she is asking how many sister and brother do
you have? So If we add these two numbers what number we will get?

What did you do to create and maintain a positive environment in the classroom?
What I notes in my MST is that she is humor teacher with her students, and she is always
making them feel secure and this shows that she have a good relationship too. As well as
she is displaying their work on the wall with pressing them and saying positive sentences for
example you are work is excellent but I what to see the out stand work and I know you
can do it . in addition she is reinforcing positive behavior for example in the begging of the
class she is saying the group that will be quite and quick done work will get a present in the
end of the class.
How was your timing for your transitions? Did it go smoothly? Did you get caught up in what
you were doing and forget the time? Were the students noisy/calm?
During my observation to my MST I dont see that she is having transition, from part to part
in her lesson. But her lesson is always finishing before the class time , and students they are
waiting for the bail, this declare that she dont have a well time management , and when
she is dons from her lesson earlier , students are start to feel tedium and do misbehavior ,
for example playing with class resources, or being noise.

How did you introduce the math center this week? 1 day/over a few days/during other
lessons/whole class/guided groups?
My MST she is always starting her math lesson with reviewing the previous lesson, where
she is asking them general questions for example in adding what we do. in subtraction what
is happing? .Also most of the time she introducing the math lesson with creating a story or
with using objects, in my opinion is a great way of starting, because this are the things that
attract the child for the lesson , and if teacher used things that dont attract the child for the
lesson for example playing with them a game that is relevant to the lesson or showing them
flash cards with pictures and so on from the begging, it will be hard to involve student mind
to the lesson, especially if there are younger students.

How did you monitor the learning when the children were working on their activities? Did
you use rubrics? How did it go?
When they are working on their books she is rounding on them and checking if they are
doing well or not, and the students that are facing problem a lot in solving the problem she
is helping them and in the end of the class providing them with worksheets that conduct the
questions of the lesson to have practice on them, and its goes well, because in the second
day students they do well on the new lesson, because the lesson that is coming is contacted
with previous lesson, so if they know the previous lesson they will know the new one .

Did you observe any math strategies this week? Or did you teach any maths strategies? Or
did the teacher teach/use any math strategies when teaching?
Number line : she is using it with students when they have to add or subtract, but it doesnt
work with all students because most of them they dont know the numbers.
Showing flash cards : she is showing them flash cards of sings and asking them question
about them, for example which sign is this? When we use it? etc.
Using objects : she is consuming objects with students while she is delivering the lesson and
working in the book , and I notes that it works with the students , because they are doing it
too, because when the student do or explore the information stick in his or her mind batter
then teacher drill the information .
Using real life example : she is always connecting the lesson with example that are happing
in the life , for example yesterday me and my sister we ate 3 ice-cream but we bought 8 so
how many ice cream left?. In my point of view using this strategy with young students is
good, because they like to share and express their experience, so this will be a great
occasion of letting students to learn the additional skill which is expressing their experience,
and building their confidence.