The connection between the courses:

The EDUSC2 course was about how to create effective classroom management and

behavior management by demonstrating detailed in-depth applied knowledge of the theories,

principles, and models in secondary school. However, the EDUSC1 course focused on

growing professional knowledge. In EDUSPPP1, I reflected on my current understanding of

teaching theories that I had studied in both courses. Then, I implemented it in practice in the

Al Ghab secondary school. I observed the mentor teacher using a modified version of the

ECAE Classroom Observation Form to fill out. I attended sessions of the mentor teacher

teaching and critically reflected upon the following elements: evidence of a positive and

engaged learning environment.

The EDUSPPP1 Course:

In this course, I was developing my experiences in professional teaching of secondary

grade settings as well as attending an online course which was a reflective seminar of this

school placement. This course provided a combination of sources of knowledge. I went to Al

Ghab secondary school two days a week with Miss Sana Alhebsi, my school-based mentor.

She is a math teacher with work experience of 9 years.

Reflective entries:

Reflection entries demonstrate the connection between content knowledge and the

different roles of the teacher and effective teaching practices.

Observation of the school mentor class:

I observed her method of teaching in the classroom and completed the ECAE

classroom observation form in three phases which are pre-observation, during the

observation, and post-observation. I observed her teaching and critically reflected upon the

following specific elements through the session: student engagement in the learning

environment, how the teacher provides support for student learning, and observed theoretical

practices in the classroom. At the beginning of the school day, I met with a school-based

mentor to ask about the lesson objective of the current one, the lesson plan, and the learner's

needs. In addition, I met with my mentor teacher after the scheduled observation to carry out

the information collected during the lesson. Thus, this interview helped me learn from a

mentor about her mindset, decision-making, and classroom practice.

Observed other classes:

I visited other teachers' classes between English, Math, and Science classes. In my

opinion, these class observations help build connections between theory from coursework and

practice that I had studied in EDUSC2 and EDUSC1. The observed practices and interviews

with teachers and students at placement schools during the course provided me with various

sources of knowledge that developed my teaching practice. In the math lesson of five grade,

the teacher divided the class into groups. She started the class with an activity to review the

last lesson which was division by one number. When I asked her about the reason behind this

activity, she said that it was a part of the formative assessment that I used to evaluate

students' understanding learning objective of the last session, so that I could teach the next

lesson. In this class, students were engaged the learner engagement defined as “the

involvement of the student’s cognitive and emotional energy to accomplish a learning task”.

(Halverson & Graham, 2019, p. 145). They were focused, attentive, interested, and optimistic
in the lesson. Moreover, the teacher practices many intervention behaviors such as

reinforcement (box gift), Top secret student, timer for each activity, and group or peer

interaction.

Try to practice teaching:

I organized a class activity for grade eight students in math subject. The topic was

how to “find a slop of a line passing through two points”. I did a Quiz game between the

groups and the first group finished and got the gift. Then, I gave them a worksheet I selected

questions for each student depending on their level to differentiate. The students were

behavior appropriate because I applied the referent authority, I had a positive relationship and

showed respect and affection toward the students so, they were behaving according to my

rules. However, the sign of the disrupted behavior is normal in secondary school. For

example, I observed that students always interrupt the class because they want to go to the

restroom, the nurse's room, or close the AC.

Other activities to be done:

Actually, in grade eight there were three students with special needs in different sections I

assisted them during the class. One student called Aman had a delay in understanding, I was

explaining to her how to solve a problem without showing the steps just using a calculator.

The requirements for those students are different from others. They needed to solve basic

equations. She was confused while I gave the steps and wrote notes for each question. But

later she remembered the steps and followed them to solve.

Additionally, I helped my school mentor in correcting the student’s books, quizzes, and tests.

She taught me how to put the feedback for the student which is a type of formative

assessment that I had learned in the EDUSC1. As well as, I also Attended professional

development (PD) sessions which were about the new element in Alef's education they had

created a new section which is the math pathway.it is for a group of students who are weak in

math or missing some skills needed for their progress in math subject this year.

Conclusion:

To sum up, in this course, I explored new knowledge and skills in the learn to teach school

placement. I made conation between the theory that I had studied and the effective methods

of being a professional teacher in educational settings. I had the greatest opportunities and

effective experience in teaching practices through all observations of experienced teachers

and student interactions in class. Also, learned how to reflect on evidence collected during

classroom observations and interviews with teachers. I learned about the professional teacher

in the school community.

Reference:

Levin, J. & Nolan, J. F. (2010). Principles of classroom management. A professional

decision-making model (6th ed.). Pearson Education. Chapter 4: Philosophical approaches
to classroom management.

Halverson, L. R., & Graham, C. R. (2019). Learner engagement in blended learning

environments: A conceptual framework. Online Learning, 23(2), 145-178