Classroom Observation

 Classroom Observation

         Special needs people are part of our society.  Our government concerns, cares of them and beliefs that they have the rights in education and work. So that recently they involve them in school.  In this report I will talk about the case I choose then I will reflect on the questions included in the questionnaire after that I will describe what I observed inside the classroom.

Section one:                                      

            In this report I chose a girl in grade 5 she has difficulty in seeing and her eyes effect from Blurred vision she is from Hajer elementary and secondary school for girls.  It is government school in Al Ain.  There are many people helped me in this research such as social worker in school, special education teacher and psychologist.  In Hajer School I noticed that there are many cases of special needs but I choose this case. The implemented in this school is full inclusion and the special needs student study with student most or all of the time in the regular classroom.  Regular teachers and Special education teachers both are responsible of teaching these students.

            Special education teachers, psychologists, Audiologists, social worker and Speech- languages pathologists all these are help in teaching special needs students in Hajer School.

            There are many tools, aids and services that are provided and currently available in Hajer school and are used to teach special needs students such as special keyboard, Smart Board, Data Shows, Electronic Magnification Kits, Portable Magnifiers(Far View).  All these tools are used to facilitate students learning. Moreover there is a resource room in the school that helps students in learning.

            Hajer School’s building is not designed to facilitate the movement of students with special needs, for example in Hajer School there are two sisters they cannot walk, one of them is using wheelchair and the other one is using sticks it difficult to them to reach their classes or move around school. There is no elevator or any other facilitation for them.

            Hajer School’s teachers and school professionals are receiving many training courses and educational workshops to improve their experiences to teach students with special needs from ADEC.

            In my opinion I belief that including student with special needs with normal students is better for them to dealing with normal people to feel that they are not different. But also they have the rights to provide for them all facilitation and prepare for them the school building that are has all facilitation for special needs students.

 Section two: 

            When I took the permeation from teachers to attend their classes I told them that I came to observe the special needs student but without she notices that I came to observe her case or evaluate her.  I want her to act normally.

            I observed one student who is very excellent student but she has optical case.  I observed her in English, math, and Arabic classes she is the same. I told her teachers that I noticed this student is better than normal student although, she had optical problems she strive and work hard.  They said; “she is an excellent student and she does not like to treat her as a special needs case.”

             In English class the teacher asked students oral questions to explain and discuss the lesson she gave them clear oral and written questions. The teacher used verity questions and different examples of rules to make the students understand very well. The teacher is highly responsive to students, she showing professionalism in dealing with students in the class regarding to their level of English and their diversities. And our case participation was good.

I noticed the same thing in Arabic class; she engaged student with optical problem for each activity by gave her clear instructions. She represented the lesson content in the P.P presentation and worksheets. She gave students the lesson activities in group and asked them to complete the assignments individually.  But she put this student in groups and encouraged them to help each other and sharing the information. When the teacher asked them to write the sentences, she gave them more time to think about the answer because she understand that student with special needs need more time to do the work.

            But in Mathematics class was a little bit different. It was hard for her to follow the instruction of math’s teacher directly because math is not depending in oral instruction only. But she stills a quite good. The teacher put the students in group and each group contains different abilities of students in order to help each other. Teacher use the oral and written language to communicate with the students. She gave the students a clear rules and she explained them many time.

            I noticed that all teachers copy the activities for her in A3paper size to be clear for her. Also I saw with her small device she used to maximize the words size and change the back ground color to be clearer for her  

            I learned many things from this research firstly; I learn how to observe my student in classroom. Secondly, I knew some cases of special needs through this research. Thirdly, I learned how to deal with special needs student. Fourthly, l knows the best environment in class or in the home is very important. Finally, I hope to know how to deal with special needs students when I will be teacher in the future. 

Word Clues: Vocabulary in context exercise

Context clues

If you come to a word you don’t know, look for context clues.

What are Context clues?

They are other words nearby that can help you figure out the meaning of  a word.

activity:

Read the following paragraph. Look at the chart to find word clues that can help you figure out the meanings of the underlined words.

“ Welcome back, students!’ Mr. Lin said. “This year you will find some new things at Belmont school. We have a new science laboratory. We do science experiments in this room. We also have a new reptile corner in our classroom. You can study snakes and lizards there.”

Tim asked, “Can I bring my pet boa constrictor to school? I think he wants to be with the other snakes.”

 Mr. Lin said, “The reptile tank is too small to hold a boa constrictor, Tim. Your pet needs a bigger place to live.

Victorian Age Oliver Twist

no place for lazy people

During the Victorian age they passed a new low says that there is work for everyone. and people who don’t work are just lazy. for that they built Workhouses for poor people and these workhouses are not comfortable and they tended to hanger the kids so they can  go and find jobs for better life.  

            When Oliver was walking up the hill and during his journey no one ever stopped to help him out because people think that he is a lazy person and thats why he is poor and suffering and with helping him they will just make him lazyer.

  Crime or starvation

            Poor people didn't have much choices, if they don’t steal they will die starving. and thats was clear with Charles Dickens even though he was not lazy. so being poor is just a matter of luck. as a matter of fact Dickens was an employee of Fagin but he had to steal for him to escape from hunger.However, Dickens crosses class lines with both good and bad characters and the same thing goes for Nancy.

no justice

            Even though the Victorian age was known for peace and justice but that was mostly for rich people where Oliver was just a chiled in the work house and he was abused when he asked for a little more food. did they want to force a little chiled to go and find a job and  not to be  lazy! then he was given away and worked as a slave for Mr  sowerberry, its like most of the characters in the story wanted a piece of Oliver. where is the justice in that.

An age of education

            Rich people mostly do nothing expt reading playing the piano and that was clear with Mr. Brownlow when he was robbed in front of the bookshop and at his house he had paintings even he asked Oliver to return some of the books he borrowed.  Mrs. Maylie tught Oliver how to read and write and she played the piano.

Analyzing a story (It was Friday evening)

Analyzing a story

(It was Friday evening)

The Diction:

     It is the selection of words. Well in this story the author didn’t use many complex words that need to use the dictionary to clarify the meaning more. Also the conversational language was so simple and absolutely easily understood. Finally the author tends to use the formal Diction (academic or literary writing) and avoid the informal Diction (personal writing).

The syntax: it is the sentence structure and controls verbal pacing and focus.

- Sentence length:

      Through this category we can determine the length of the sentences. (Telegraphic – less than five words long. Short - ~ five words long. Medium - ~ eighteen words long. Long – more than 30 words long). According to that, the length of the sentences of the story verifies between telegraphic, short and medium. The author tends to use simple sentences, compound sentence and some compound-complex sentences.

   The author used (Repetition): Which is– words, sounds or ideas are used more than once to enhance rhythm and create emphasis. An example from the story those sentences: (Miriam sat at the window, looking down at the street. It was Friday evening. People were already leaving their offices and the shops were closing. Soon she would be alone again – as usual), which presented at the beginning of the story and repeated again at the end.

    While about the tenses: Most of the story was written in the simple past tense.

The figurative devices:

With regard to figurative devices we should ask ourselves two questions:  

1- Did the author create analogies, like similes or metaphors? Well the author didn’t use similes at all in the whole story, but there was one statement had a metaphor which is: The weeks which followed were a nightmare.   

2-Did the author use personification? Yes he did. But he didn’t use it so mush. Examples from the story: the shops were closing. Tomorrow would bring her reward.

The symbolism:

Symbolism is often used by writers to enhance their writing. Symbolism can give a literary work more richness and color and can make the meaning of the work deeper. 

The author didn’t use it richly in the story. But there were some symbolic words such as:  

Miserable flat: This is symbolic because it tells us the poor condition of the lady.

Luxury flat: This is symbolic because it represents the wealth.

A fur coat: This is symbolic because it represents the wealth.

Sat at the window, looking down at the street: This is symbolic, because it tells us how lonely she was, and she was waiting for something to happen.

A red sport car: This is symbolic because it represents the rich, youth and the bold personality.

Baabaa Black Sheep

                                       The Dialogue

1-   A Group member:is asking the leader that if we have any wool ? 

2-  The leader answer him : yes son for all and in equal quantity .

As long we have three bags full ; So one will go to the men ( here the man represent the farm owner) .And the second bag will go to Women ( here the owner wife) , And the third will go to children in general and here represent a neighbor son.

The moral lesson:This dialogue take place between two person who lives in a small group HERE the farm ; and if we would like to extend it we can say any country that the leaders sharing  with there citizens every thing  that the country has.

SO, First Character ( represent any person who has nothing in this group; But still a member of the group): asking the second person who represent the leader of the group : Do you Want to Divided the products of the group between the  members. 

The leader said yes sure and in equal for all (  the Men in general ;  Women also in general and Even the Children) .......He is a wise and Fair leader)..

this is the link of the video.

http://www.youtube.com/watch?v=_bZcfQSvEYY