B.ED(1.

5-YEARS)

MANUAL
Teaching Practice-1

Code No :6996

ROLL NO:___________________________
REGISTRATION :_____________________

Marks Attendance Field Notes Observation Total

Allocated Report
10 40 50 100
Marks
Obtained

Signature of Examiner

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 (All rights Reserved with the Publisher)

First Printing................... 2017

Quantity..........................500
Printing Coordinator.......Management Committee for PPU
Printer.............................. Allama Iqbal Open University
Publisher...........................Allama Iqbal Open University,
Islamabad

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 COURSE TEAM
Chairman:
Prof Dr. Nasir Mahmood
Early Childhood Education and Elementary
Teacher Education Department

Course Development Coordinator:

Dr. Fazal ur Rahman
Associate Professor

Course Coordinator:
Dr. Syed Nasir Hussain
Members: 1. Dr. Muhammad Athar Hussain
Assistant Professor

2. Dr. Rehmatullah Bhatti

Assistant Professor

3. Ms Mubeshera Tufail
Lecturer
Editor: Miss Humera Ejaz
Designer: Mrs Nasira Aqeel
Composing: Asrar ul Haque Malik

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 CONTENTS

1. Course Description ............................................................................. 1

2. Course Learning Outcomes ................................................................ 1
3. Teaching Practice I ............................................................................ 1
4. Classroom Observation Report Guidelines ........................................ 3
5. Scoring Guide for Practicum ............................................................. 5
6. Schedule of Workshop ....................................................................... 6
7. Student Teacher Responsibilities ....................................................... 7
8. Practicum Teaching Site Approval Form .......................................... 8
9. Parents/Guardians Permission Form .................................................. 9
10. Authorization Form ............................................................................ 10
11. Sample Observation Report ............................................................... 11
12. References .......................................................................................... 16
13. Observation Form .............................................................................. 17
14. Field Notes ......................................................................................... 19
15. Classroom Observation Report 1 ....................................................... 33
16. Classroom Observation Report 2 ....................................................... 38

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 COURSE DESCRIPTION
This course is a supervised experience in working with children in a classroom setting.
Observation and evaluation of classroom experiences, learning environment and classroom
management will be emphasized to develop observational skill of prospective teachers. The
prospective teachers will be evaluated by the mentor teacher in the classroom, as well as in
school. This course will require 42 hours in a practicum site/school. The practicum site and
mentor teacher must be approved by the department at least 4 weeks prior to starting the
practicum experience.

Course Learning Outcomes

After completion of the course, the trainee teachers will be able to:
• Observe and evaluate classroom experiences.
• Make observation of school activities/classroom observation
• Write anecdotal record
• Make observation checklist
• Prepare field notes
• Prepare observation report

TEACHING PRACTICE I (3 Credit hours)

This segment consists of:
i. Workshop (three days)
ii. School visits/internship (Two weeks)
iii. Field notes & 2 Observation reports
1. Workshop (Three Days)

A three days workshop is a mandatory part of teaching practice I. Workshop will be

conducted before field observation in the school/classroom. The workshop includes
components like:
➢ Purpose of school visits
➢ Ethics of the activity/internship
➢ Pre-observation guide
➢ Observation checklist
➢ Techniques for observation in school
➢ observation in school classroom
➢ Preparing field notes
➢ Some Practical issues of teaching/learning/school & classroom management

2. School visits/Internship:

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Two weeks internship in a school (3 hours/day) is mandatory for each trainee teacher. This is
a field based experience. This offers the opportunities for trainee teacher to work in a
professional setting related to their specialization courses. This component has practical
application but it also have intellectual content. The trainee teacher will arrange this
component with the support of regional offices of AIOU. The trainee teacher will be
supervised by some teacher (mentor) in the school. It will be the responsibility of the trainee
teacher taking consent from a teacher to serve as his/her mentor.
2. Field notes & 2 Observation reports

The trainee teacher will observe the lessons taught by a teacher in the classroom for
observing teacher-student interaction and flow of the lesson in the class. Sample observations
are given in the appendix. The trainee teacher will keep a written record of classroom
observation in his/her professional portfolio.

The trainee teacher will observe different aspect/activities of school/classroom. It may

include school observation, teacher observation, student observation, observation in
library/laboratory/school assembly, school leadership, professional climate, instructional
practices, observing different types of records, observation of physical resources, classroom
environment/teaching aids etc.
Each day, the trainee teacher will record reflective notes about his/her observation in the note
book provided with manual. Reflection involves paying attention and thinking about an
action/event. Reflective journal is a written record of daily reflection written by the trainee
teacher to:

❖ Think and learn from past

❖ Assessing what I am now
❖ Improving present and future on the basis of lessons learnt from reflection
Daily reflections may include one or all of the following activities in the school/classroom:

➢ Observation by the trainee teacher

➢ Activities which were run by the trainee teacher
➢ Achievements of the trainee teacher in the school
➢ Areas in which trainee teacher needs to do learn more
➢ Areas in which trainee teacher needs help from supervisor/cooperating teacher
➢ Major goal (target) of trainee teacher in future during teaching practicum

A sample of reflective journal is given in appendix. While writing a reflective journal, a

prospective teacher may ask following questions from himself/herself:

• What had happened today?

• Why had it happened so?
• What were my feelings during that experience/event? Why did I feel that way?
• What were my thoughts during that experience/event? Why did I think that way?
• What can be done in future to avoid/improve it?
• What accomplishment did I want to achieve today?

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 • What accomplishment did I want to achieve today but I could not?
• What was the reason behind my failure to reach today’s goal? What can be done in
future to avoid this failure?
• What did I set out to teach today? Was I able to accomplish your goals?
• What teaching materials did I use? How effective they were?
• What kind of teacher-student interaction occurred during the class? How can it be
made more effective in future?
• Did I deliver my lesson smoothly today?
• What problems did I face today during teaching? How it can be solved?
• Which parts of the lesson were more successful during teaching? What was the reason
behind its success?
• Would I teach in the same way if I had to teach the topic again?

He/she will then submit it to the mentor for comments. Each trainee teacher will also prepare
two observation reports as per guidelines for onward submission to the department for
evaluation through respective regional office.

Note:
The student will submit a certificate of teaching practice dully signed by the concerned
school principal/Head. The prospective teacher will also submit field notes with comments of
the mentor along with two observation reports on observations sheets provided in the manual.
School/Classroom Observation Report Guidelines:

In this segment of practicum, the prospective teachers are required to observe school/
classroom. Before observation, it is desirable to contact the school to arrange a time to
observe a class activity from the beginning to the end. After the observation, the prospective
teachers must submit ar eport of the observation. Prepare observation report as per following
format:

Please use below headings/subheadings in your report.

1. Background information: Include all general information about the school/children
like type of school, age, number and gender of the children, d ate, p lace, time, etc.
2. Map of the classroom: D raw the classroom layout, t o give a clear picture of the
physical environment of the classroom, e.g., tables, chairs, bulletin boards, white
board, charts, cupboard etc.
3. Nature of activity /Group of children: When you observe the class, how the activity
was done? (Individual, small groups, or a whole class) I f students were working in
groups, state how many children were in the group.
4. D ay Schedule: Record the schedule of the day with times and activities. Indicate on
the schedule when you were there by underlining or boldfacing the line.
5. Teacher and Child/Children interaction: Report how the teacher interacts with the
children. D escribe what you see with actual examples. D o not use your thoughts or

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 pinions. You also include interview of the concerned teacher and student as well. Also
give implications of your findings.
6. Description and Interpretation: Report on your overall opinions, what you think
about your observation, with examples. Interpret your observation as well as
interview, if any.
7. Suggestions

Also, give some suggestions to improve the children’s learning experience in that
class/school.

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 SCORING GUIDE FOR TEACHING PRACTICE I
S/No Components Marks Allocated
1. Daily Field Noted 40
2. Classroom Observation Reports 50
3. Attendance in workshops 10
Total Marks 100
Pass Percentage 50%

Workshop Attendance
Marks Distribution
95%&above 10 marks
90-94% 09 marks
85-89% 08 marks
80-84% 07 marks
Below 80% Does not
qualify
The prospective teacher has to pass each component of the practicum separately. In case of
failure in any component, the student has to take fresh admission in the teaching Practice I.

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 SCHEDULE OF THE WORKSHOP
Day Topic/Activity Supervise by
Day-1

Session i Registration/Introduction Coordinator

Session ii Purpose of school visits Resource Person

Session iii Ethics of the activity Resource Person

Session iv Pre-observation guide Resource Person

Day-2

Session i Observation Resource Person

Session ii Observation checklist Resource Person
Session iii Techniques for observation in school Resource Person
Session iv Practical activity Resource Person
Day-3
Session Observation in school classroom Resource Person
Session ii Anecdotal Record Resource Person
Session iii Preparing field notes Resource Person
Session iv Some Practical issues of teaching/learning/school & Resource Person
classroom management

For academic assistance, please contact

Dr Fazal ur Rahman
Associate Professor/Course coordinator
Department of Early Childhood Education & Elementary Teacher Education, Faculty of
Education
Allama Iqbal Open University Islamabad
Tel 051-9057268
[email protected]

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 STUDENT TEACHER RESPONSIBILITIES
DURING TEACHING PRACTICE I

• Observe professional discretion and confidentiality with children, families, and staff.
• Arrive on time during teaching practice.
• Complete 3 hours of onsite participation each day over the course during teaching
practice I.
• Call early in the morning if sick. Be sure to reschedule the hours during teaching
practice I.
• Dress with a professional appearance.
• Work with a positive attitude, enthusiasm, and appropriate sense of humour.
• Stay calm in tense situations.
• Practice good health, hygiene, and safety standards.
• Show flexibility with tasks and schedules.
• Communicate directly to the head of school if a concern arises.
• Don’t hesitate to ask questions from your mentor. Remember you are learning.

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 PRACTICUM TEACHING SITE APPROVAL FORM
The prospective teacher is responsible for finding his/her own practicum-
teaching site. This site can be the prospective teachers’ current place of
employment. If the prospective teacher is not currently working in a school
he/she must find an appropriate site/school that will allow them to volunteer.
Prospective teachers sites can be public/private school.
This form must be completed and submitted with the manual.
Name of trainee teacher:____________________________________________
Name and Address of School:________________________________________
Mentor teacher’s name:____________________________________________
Mentor signature:_________________________________________________
Phone Number of school:___________________________________________
Principal/Head Teacher Name:_______________________________________

Signature & Stamp of Principal/Head Teacher

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 Parent/Guardian Permission Form
(This form is needed only for video recording)

Dear Parent/Guardian:
I am enrolled in B.Ed teacher Education preparation course at AIOU and am
required to participate in a fieldwork experience in your son/daughter’s
classroom. One of the primary purposes of this requirement is to improve
prospective teachers’ observation skill and socialization. This assessment
requires:
• Samples of student work as evidence of the quality of my teaching
practice. These students work samples may include some of your child’s
work.
• 2-10 minute video of lessons taught in classroom by a schoolteacher or
any other activity related to classroom/school. The video is to be
submitted to the Early Childhood Education & Elementary Teacher
Education Department, AIOU, Islamabad.
Although the videos will show both the teacher and various students, the
primary focus is on the teacher’s instruction, not on the students in the class. In
the course of taping, your child may appear on the video. No students’ names
will appear on any materials that are submitted.
Along videotaping, observations of the classroom will also be conducted. The
focus of the classroom observations will be children of the classroom. If you
consent to your son/daughter working with me as I complete this fieldwork
please carefully read, then complete and return the attached Practicum
Permission Form to the undersigned
Sincerely, __________________________________

(Principal/School Head Teacher Signature)

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 AUTHORIZATION FORM

Student Name: ___________________________________________________

School/Class:____________________________________________________

I am the parent/legal guardian of the child named above. I have received and
read your letter regarding the Practicum student fieldwork requirements, and
agree to the following: (Please check the appropriate box below.)
I do give permission to include my child’s image on video/pictures as he or she
participates in a class conducted at ________________________________
(Name of School)
By _____________________________ (Teacher-Candidate’s Name) and/or to
reproduce materials that my child may produce as part of classroom activities. I
understand that no first or last names will appear on any materials submitted by
the trainee teacher to her/his teacher preparation program.
I do give permission to record video of my child or to reproduce materials that
my child may produce as part of classroom activities.

Signature of Parent or Guardian

Date:

__________________________ ____________________

Name: ( )

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 Sample Observation Report 1
Name of the Trainee:_______________________________________________
Name of the school:________________________________________________
Name of the class teacher:___________________________________________
Class:___________________________________________________________
Date & Time:_____________________________________________________

Observation of Teaching for Rules/Routines/Procedures

What evidences are there of rules, routines or procedures in the classroom?
For example,
Rule: Raise your hand to answer question.
Routine: Homework must be submitted to teacher for
checking before studying next lesson.
Procedure: An activity that requires clear
instructions during the class.
Rules Routines Procedures

Other Issues that you consider related to rules/routines/procedures and noted:

________________________________________________________________
________________________________________________________________
________________________________________________________________

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 Sample Observation Report 2
Observation of Teaching for teacher’s Responses to Students’ Comments
Name of the Trainee:_______________________________________________
Name of the school:________________________________________________
Class:___________________________________________________________
Name of the class teacher:___________________________________________
Date & Time:_____________________________________________________
Note down the positive, neutral or negative statements that teacher uses in
response to students’ comments.
For example, “Good”, “Excellent”, “No, that’s not the right answer”, “Anyone
else?”,
“No, not even close to the right answer”
Positive Statements Neutral Statements Negative Statements

Other Issues that you consider related to teacher’s responses to students’

comments and noted:
________________________________________________________________
________________________________________________________________
________________________________________________________________

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 Sample Observation Report
Name of Trainee Teacher:___________________________________
Name of school:___________________________________________
Name of class:____________________________________________
Name of class teacher:______________________________________
Date & Time:_____________________________________________
Below is a report I wrote while observing a classroom at Allied school
Rawalpindi.
Abstract
The following report will examine all the elements of a classroom that I will observed in Mrs.
Fouzia class. I will discuss the classroom environment, the school, the student’s participation,
and the teacher’s overall effectiveness. I will then talk about how much the experience had an
impact on my aspiration to teach.

Teacher Observation Report

Part I: Observation
For my teacher observation, I chose to go back to my roots and observe in a classroom at Allied
school in Rawalpindi. The school as a whole is rather large and has around 600 students and
over 30 teachers thus creating a stable student-to-teacher ratio. Since my area of interest is
Elementary education, I chose to observe an elementary classroom.

All of my observation hours were spent observing Mrs. Fouzia’s classroom. After walking into
the classroom, you immediately feel welcome. On the floor is a doormat full of colour. The rug
says welcome and makes you feel just that. On the walls there are a number of pictures
encouraging learning. There are pictures of colours, shapes, letters, animals, numbers, objects
and much more. There are pictures of animals at desks and animals writing and reading. This
is supposed to provide a fun twist on learning for the students. I also noticed that there was a
schedule on the board showing the allocated time for each subject and a calendar with the
current and previous days dates flipped over. Also on the board is a “discipline tracker” as she
calls it. It consisted of 3 plates; one red, one yellow, and one green. This will be explained later.
The room was also divided into 3 spaces: the teacher’s desk, the student’s desks, and the reading
corner. Overall, the classroom environment was very homey.

I have chosen to discuss two of Mrs. Fouzia’s lessons that combined, covered a two hour
interval. She started the class every morning with her reading lesson. Mrs. Fouzia walked over
to her chair, sat down and called the children over and told them to all sit as “Indian Style”.
After every child was seated with their hands in their lap, Mrs. Fouzia began explaining what
story she would be reading to the class that morning. As she read, she used group alerting by

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periodically asking the students questions pertaining to the character or words in the story. Such
as “which words rhyme in this sentence?” or “what is the feeling word?” This made the engaged
time with the students last longer since they knew they would be asked to answer.
After reading the lesson, she would then tell the kids to disperse into their groups and tell them
what corners to go to. Mrs. Fouzia later explained that the kids were grouped based on their
scores from a test given at the beginning of the year. This way, she knew she would have to
work longer with a certain group or not as long with another based on how much they
previously knew. The kids then either went to the computer corner, the teacher’s aide, or to
work with Mrs. Fouzia. At each corner the children worked on word identification, reading,
phonics and spelling. The children who needed help more worked with Mrs. Fouzia longer on
worksheets and activities while the others worked at various corners.
While Mrs. Fouzia was teaching the individual groups, I noticed how often she would have to
take time away from her teaching to discipline the other kids. It seemed almost ridiculous how
often she would have to stop to make sure nobody was talking, being disruptive, or not doing
their work. I felt upset for those kids who wanted to learn but couldn’t because Mrs. Fouzia
was playing policeman. This showed me how much time really goes into non-instructional
activities. If any of the disruptions ever got out of control beyond a warning, then she would
use the “discipline tracker”. She would move a clothespin with the students name from green
to yellow. This meant that student didn’t get a sticker at the end of the day. Although this seems
petty to an adult, that sticker meant the world to the child and the student’s behaviour
automatically improved. I had to praise Mrs. Fouzia on this. I thought it was an innovative way
of teaching the student’s good behaviour through a reward system.
The school environment was very clean and well maintained. When I left the Fifth grade in
2000, the school was newly built and in pristine condition. Eight years later, it is still in
excellent shape and has no signs of vandalism, gum on the ground, or stains on the carpet. The
bathrooms were also spotless. Any visitor would feel comfortable using the facilities and would
not be reminded of how many 5-10 year olds use them as well.

Every room and sidewalk was handicap accessible and everything was quite easy to get into
for the students. From what I saw just by walking by, it appeared that there was at least one
computer in every classroom. There was also a computer lab that had twenty to thirty computers
and a few computers in the library. The school as a whole and each individual classroom
seemed technologically up to date and made sure to incorporate the use of a computer in their
learning. The school seems to be quickly expanding to accommodate incoming students as
there just been a new two story building added in the back for additional classrooms. The staff
and students alike seem to really enjoy the school and the environment around them. There is
no better place to learn than somewhere you are comfortable.

Part II: Reflection

I believe that overall, this was a great experience. I honestly could not have been happier with
how well my observation of Mrs. Fouzia’s classroom went. I would strongly recommend her
to any interested student looking for somewhere to learn the ways of teaching. Not only she

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was strong academically, but also you could tell she had an intense passion for making sure
each and every one of her students learned at least something in class every day. Not only she
was strong, but patient as well. Having fifteen kids running around a room cannot be easy for
anyone, yet she handled it with grace and poise.

I picked up so many teaching methods while observing Mrs. Fouzia. I loved how she had little
note cards with each student’s name and would flip from card to card after each question, giving
every student a chance to participate and ensuring participation. She also had a different student
every morning to lead the morning exercise. She later explained that this was to wake the kids
up and get their blood going in preparation for learning. I thought this was a unique and clever
way to keep the kids active and ready for their day ahead. So many of the things Mrs. Fouzia
did in her classroom showed her enthusiasm to teach. l
I loved the environment of school. As I walked down, whether coming or leaving, a member
of the staff always smiled or said good morning, and meant it. The students had smiles on their
faces and it was clear that they loved coming to school every morning.

This experience has truly opened my eyes and made me realize that teaching really is what I
would like to do for the rest of my life. To see children, finally have something click in their
heads or smile, when you tell them they answered the question correctly makes all the hard
times worth it. Although I’m sure, it will be a lot of work, I have no doubt in my mind that
moulding young minds is the right path for me.

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 References
Browne, K.W. and Gordon, A.M. (2009). To Teach Well: An Early Childhood Practicum
Guide. Upper Saddle River, NJ: Pearson Education, Inc.

Machado, J. And Botnarescue, H. (2008). Student teaching: Early childhood practicum guide.
(6th ed.) Belmont, CA: Delmar, Cengage Learning.

Ministry of Education. (2009). Teachers guide for Early Childhood Education. Author.
Islamabad:
https://norwalk.digication.com/ashliebray/PreSchool_Observation)

Venn, J. J. (2000). Assessing students with special needs (2nd ed.). Upper Saddle River, NJ:
Merrill.

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 Classroom Observation Form
School Name

Class teacher:________________________________Course:_______________
Grade: _____________________________________ No of students:________
Observer:________________________________________________________
____________________________________________Time:_______________
Component Comments/Notes
1.SUBJECT MATTER/ CONTENT
(shows good command and knowledge
of subject matter; demonstrates breadth
and depth of mastery)
2.ORGANIZATION
(organizes subject matter; evidences
Preparation; is thorough; states clear
objectives; emphasizes and summarizes main
points, meets class at scheduled time,
regularly monitors course)

3.RAPPORT WITH STUDENTS

(holds interest of students; is respectful, fair,
and impartial; provides feedback, encourages
participation; interacts with students, shows
enthusiasm)
4.TEACHING METHODS
(uses relevant teaching methods, aids,
materials, techniques, and technology;
includes variety, balance, imagination, group
involvement; uses examples that are simple,
clear, precise, and appropriate; stays focused
on and meets stated objectives)
5.LESSON PRESENTATION
(Establishes classroom environment
conducive to learning; maintains eye contact;
uses a clear voice, strong projection, proper
enunciation, and standard Urdu/English)
6.CLASSROOM MANAGEMENT

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(uses time wisely; attends to course
interaction; demonstrates leadership ability;
maintains, Discipline and control; maintains
effective Classroom management)
7.SENSITIVITY TO STUDENTS
(exhibits sensitivity to students’ personal
culture, gender differences and disabilities,
responds, appropriately in a non-threatening,
pro-active learning environment)
8.PERSONAL
(evidences self-confidence; maintains
professional comportment and appearance)
9.LEARNING ENVIRONMENT OF
CLASSROOM
(State location and physical attributes of
classroom, number of students in attendance,
layout of room, distractions if any; list any
observations of how physical aspects
affected content delivery)

Strengths observed:

Suggestions for improvement:

Overall impression of teaching effectiveness:

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 Field Notes
School Name
Day 1 :___________________________ Date:___________________________
Reflective note:
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Mentor’s Comment:
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Signature :

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 Field Notes
School Name
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Reflective note:
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Mentor’s Comment:
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 Field Notes
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 Field Notes
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 Field Notes
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 Field Notes
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 Field Notes
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 Field Notes
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 Field Notes
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 Field Notes
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 Field Notes
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 Field Note
School Name
Day 12:__________________________Date:___________________________
Reflective note:
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 Field Notes
School Name
Day 13 :__________________________Date:___________________________
Reflective note:
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 Field Notes
School Name
Day 14 :__________________________Date:___________________________
Reflective note:
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Mentor’s Comment:
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Signature :

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 Classroom Observation Report 1
School Name

Class Teacher:___________________________________
Course:________________________________________
Grade:_________________________________________
No of Students:__________________________________
Observer:______________________________________
Date & Time:___________________________________

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 Classroom Observation Report 2
School Name
Class Teacher:___________________________________
Course:________________________________________
Grade:_________________________________________
No of Students:__________________________________
Observer:______________________________________
Date & Time:___________________________________
Reflective Note:
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