Day 2:

Throughout the second day with grade four I focused my attention into understanding the behavior management system that implemented by my mentor school teacher with grade four students. The first thing I noticed was the classroom rules charts that displayed around the classroom, for instance in one chart the teacher asks students to use finger sings to request anything in particular, one finger if they need help with work and, two fingers means bathroom. Also, the teacher designs cards that students have to wear when they leave the classroom for either clinic or bathroom which are necessary to give the section’s mentors clarification why students are out of the class.

Another interesting behavior strategy I noticed today was the table points and the shop’s cabinet that my MST’s is applying in her classroom. In this method, students are divided into groups and when any group performances academically or behaviorally well they gain points that recorded in the table points. Groups have chances to gather points until Thursdays where the teacher counts the points and announces the winners, then the most exciting moment for the winners is when they are invited to shop from the glass cabinet that includes a range of prizes. I think this is a good strategy because it is based on positive reinforcement and create a competitive environment in the classroom.

On the other hand, I tried to understand how my MST deal with learners when they misbehave, and different incidents caught my eyes. For example, two boys were fighting during a transition from my MST’s classroom to another classroom, then my MST brought them again into the classroom and asked them to fight. Interestingly, these boys looked at the floor while the MST reminded them: “What do you think your parents will say about this fight? Do you want to go to the principle?” In the end, the students shake hands, apologized from each other and the teacher. This is a unique strategy to convince students that their behavior is inappropriate, and I need to figure out in the following weeks if I can apply this strategy during my teaching sessions or I should find my ways.

In addition, another important thing I did today was meeting the special needs counselor because I had some inquiries after I heard that inclusion special needs students would be canceled this year and the school is preparing a separated section only for these students. Fortunately, the counselor corrected this news and explained that the separated section is actually a rehabilitation center for special needs students after the MOE decided to establish a center in each area. According to the counselor, this center will serve all educational institutions in Bani Yas area from kindergartens until cycle two schools. This center will have many specialists who will be able to offer the right diagnostic for different cases and provide the proper individual plans, modifications, and accommodation. It was a great conversation with the counselor who provided me with interesting information about teaching students with special needs.