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Assessment 2.
Lesson Plans Reflections.

Name: Mariam Juma.

Introduction:
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My assessment divide into three parts. Firstly, there is four

lessons plans that I taught in AL Bahjah Kindergarten School with

kg1 which are geometry, pattern, counting and measurement

lessons. Secondly, rational part that includes the purpose of

geometry and pattern lessons, reasons of teaching this concept,

strategies that assist me achieving the learning objective and

finally pictures and samples of children works. Thirdly, there are

two reflections about geometry and pattern lessons. The

reflections present the area went well and how did the students

enjoy the lesson, area doesn't work well and finally achieved

learning objective.

Rationale:

The purpose of teaching pattern and geometry lessons is to

teach children about shapes includes names of (circle, rectangle,

triangle, and square), how to draw shapes, identify the sides do

each shape has and finally sorting the shapes according to their

character. Additionally, to teach kids how to recognize the colors

in sequence way, create the pattern by use two color or more

and also, to identify what colors comes next to complete the

pattern.
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Both of lessons is necessary to teach it to the children

because it prepares them for other subjects. For example, in

geometry lesson its assist children to prepare for Arabica subject

by learning how to formation the letters. For instance, when the

children draw circle they will be able to write letters o, c, and d.

Furthermore, pattern lesson will help children for science subject

by developing classify skill. For instance, when the child creates

pattern according to the size he will identify the biggest and

smallest objects so, it helps them to determine the item

character.

In both lessons, I used different strategies that support me

achieving outcomes. Firstly, in geometry lesson, I used visual

style to interduce the lesson concept. For instance, I provide

pictures of (circle, triangle, rectangle, and square) to illustrate for

children how does each shape look. In my view, children can

remember and learn easily when they watch images. Conceding

to Bruner, he believes that children in " Iconic stage stored

information visually in the form of pictures (a mental picture in

the minds eye) and it is often helpful to have diagrams or

illustrations to accompany verbal information." (Linda, 2005, p. 48).

Secondly, in pattern lesson, I used (ZPD) approach strategy by

dividing children into groups according to their ability when its

centers time. For example, I put high-level children with low level

to assist them in discussing, share, help each other, learn from

high-level children and develop their language skill. According to

Vygotsky interaction with peers as an effective way of

developing skills and strategies. He suggests that teachers use

cooperative learning exercises where less competent children

develop with help from more skillful peers (McLeod, 2012). I would

introduce pictures of activities I did with kg 1 in both lessons.

Geometry Activities: Pictures:

Create shapes by using

Draw shapes activity.

Pattern Activities: Pictures:

Create the pattern by

Geometry Lesson Reflection:

During geometry lesson, I felt that I had ability to manage

children behavior by modeling good behavior. For example, when

I asked questions, I observed that children shout because they

want to answer and other say the answer without raising their

hand that made the class noise which is bad behavior but, I was

deal with this situation by model Saeed how raised his hand to

answer, and saying Look at Saeed, he is excellent child because

he raise his hand when he want to answer. As a consequence,

other kids were observed Saeed behavior and when I ask another

question, the children were retention the raising hand behavior

than they reproduction the behavior. According to Albert Bandura

social learner theory, he believes behavior is learned from the

environment through the process of observational learning.

(Shirley & Peter, 2011, p. 53). I really enjoy the lesson because I

saw children share, help each other and do activities in an

engaging way also, they ask to play shapes game again.

There is one area I could do it differently in next time. The

area is explaining and model the activities well before asking

children to do it. Because when I dont, I lost lesson time by went

to each group to explain the activities because they don't know

what the activity is. As a consequence, in next time I will model

the activities in circle area before centers time, and I will use

total physicals response to express the instructions while I say it

because some children can't understand some word well. For

example, I say stick the paper I might show them when I stick

the paper.

I notice that I achieved outcomes of the lesson because I

could hear children saying names of shapes throw small groups

time also, I saw some children use their hand to count the sides

of the shape. I felt proud when I saw samples of children work

includes drawing shapes in papers and samples of creating

shapes by clay that made me believe the children have the

ability to draw shapes.

Pattern Lesson Reflection:

In pattern lesson, I think the aspect went well is keep

children organize through moving them from area to another

area. By used transitions strategy, when I move children from

circle area to centers I asked each group stand in single line. For

example, blue star group in the line and red circle group in line

than I ask each group to go in one center. I was happy with this

strategy because it avoids misbehaving such as running and

fight to play in one center also, it keeps class organized and

quiet. Moreover, I applied tidy up strategy when small groups

time is finished by rang the bell to grip children attention and

song clean up song to motivate children to clean so, children

notice it time to return the materials back and cleaning. I felt

happy because I can see children enjoying the activity and able

to sharing and discussing colors. I saw children like activities

materials such as blocks they love building blocks. They were

motivated and waiting for their chance when it's completing

pattern activity.

There is two area doesnt work well. Firstly, area is dont

frustrate children by saying wrong or no when the child answer

wrong because he might dont answer anymore because he is

afraid. So, in next time I will smile for him and say good try, and I

will explain for him to make the concept clear instead of ignoring

him. Second thing is dont punish misbehaving child. Because

when Hamad was bit Salem, my MST told me that I have to

punish him by let him stand but, in my opinion, this is a wrong

way to deal with misbehaving child because I found Hamad hates

and keep doing bad behaviors. So, in future if I had same

situation I might use eye-contact, I messages, for example, I am

sad because Hamad hit Salem I will be happy if he stops, or

change his place.

I felt not satisfied with achieving learn objective of pattern

lesson because must children still cant recognize colors in

sequence way and dont understand what a pattern is. I think

because its first lesson in pattern unit so, they still need more

practice. While there are few children from high level get the

concept easily, and they build blocks in pattern and made ice

cream pattern activity.

Finally, I think I was good with encouraging children to repeat

the same behavior again by praising and rewarding them. For

instance, when I give the Mahra star sticker every time she

retests materials back I observed that she repeats same

behavior next class. According to Skinner, he believes that the

behavior which is reinforced tends to be repeated. (Linda, 2005, p. 43).

While I still unsuccessful with dealing with special need children.

Through educating children those lessons, I learn that the great

way to let children practice concept is papered hand on activities

to assists them to engages and allows them to test their own

ideas and build their own understanding. According to Piaget's

theory of constructivism "argues that people produce knowledge

and form meaning based upon their experiences." (Linda, 2005, p. 37).

References:

Linda, P. (2005). Burrhus Skinner: Vol. 43. How children learn. Step Forward.
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Linda, P. (2005). Jean Piaget: Vol. 37. How children learn. Step Forward.

Linda, P. (2005). Jerome Bruner: Vol. 48. How children learn. Step Forward.

McLeod, S. (2012). Zone of proximal development. Retrieved from

https://www.simplypsychology.org/Zone-of-Proximal-Development.html