Name :- RABIA

Father Name :- MUHAMMAD AMIN

Enrollment No:- F23/BS/EDUCATION-3833

Course :- B.ED (HONOR’S) Session :- 2023 - 2027

Semester :- 3rd Practicum :- PORTFOLIO

School :- SARDAR BAHADUR KHAN MODEL SCHOOL

FOR BOYS AND GIRLS .

 Cooperative Teacher : Ma’am Tehmeena

 University Supervisor : Ma’am Sadia Rasheed
 Submission Date : 9/December/ 2024.
 Cooperative Teacher Signature :
 University Supervisor Signature :
1
 Content Page
Content Page No :
Week 1st ( Day 1st / Day 2nd ) 17 - 32
Reflection 21 / 32
Week 2nd (Day 1st /Day 2nd ) 33 - 41
Reflection 36 / 41
Week 3rd (Day 1st / Day 2nd ) 42 -56
Reflection 47/52/ 56
Week 4th (Day 1st / Day 2nd ) 57 -68
Reflection 63 / 68
Daily activities 69
Lesson Plan 70
Co-teaching Lesson Plans ( 10 Lesson Plans) 72 - 106
Individual Lesson Plans ( 6 Lesson Plans ) 107 - 127

2
3
INTRODUCTION OF STUDENT TEACHER :

 My name is Rabia.
 My Father name is Muhammad Amin.
 I’m from Sibi.
 I completed my matriculation from Government Girls High School Railway Colony
Sibi (GGHS).
 I completed my F.A from Government Girls Degree College Sibi (GGDC).
 Currently I’m pursuing my B.Ed ( Honors ) at Sardar Bahadur Khan Women’s
University, Main Campus Quetta.
 I’m in my 3rd Semester.

4
Practicum :

What is Practicum.?
A practicum is a structured course that allows students to apply theoretical knowledge in real-
world settings, typically in fields like education, nursing, and social work. It involves
supervised practical experience where students observe professionals and may participate in
tasks relevant to their studies. Unlike internships, practicums often emphasize observation
and are usually unpaid, forming part of a degree program’s requirements for certification.
They provide essential skills development and professional networking opportunities.

What is Teaching Practicum.?

Teaching practicum is a structured field experience for teacher trainees, allowing them to
apply theoretical knowledge in real classroom settings under the supervision of licensed
educators. Typically occurring before student teaching, practicums involve observing and
assisting in classrooms, with specific hour requirements varying by program. They are
integral to teacher training, bridging theory and practice, enhancing pedagogical skills, and
preparing students for full teaching responsibilities. Practicums can last from a few weeks to
a semester, depending on the educational institution’s requirements.

Importance of Practicum :
Practicum is crucial in teacher education, significantly enhancing professional development.
It allows student teachers to apply theoretical knowledge in real classroom settings, fostering
essential skills like self-control, interpersonal sensitivity, and problem-solving. Through
mentorship and collaboration with experienced educators, trainees gain insights into teaching
dynamics and professional values, helping them confirm their career choices. Additionally,
practicum experiences improve confidence and competence, preparing future educators for
diverse teaching challenges. Overall, practicums bridge the gap between theory and practice,
essential for effective teaching careers.

5
Practicum teaching refers to a supervised, hands-on teaching experience for students pursuing
a degree in education or a related field. It’s an essential component of teacher preparation
programs.

Objectives:

1. Apply teaching theories and methods in real classrooms.

2. Develop teaching skills and confidence.

3. Understand classroom dynamics and management.

4. Foster student learning and engagement.

5. Integrate technology and resources into teaching.

Practicum Teaching Components:

1. Lesson planning and delivery.

2. Classroom management and organization.

3. Assessment and evaluation.

4. Reflection and self-assessment.

5. Mentorship and feedback.

Roles and Responsibilities:

1. Student Teacher:

 Teach lessons and manage classrooms.

 Develop and implement lesson plans.
 Assess student learning.

2. Cooperating Teacher (Mentor):

 Supervise and guide student teachers.

 Provide feedback and support.
 Model effective teaching practices.

6
3. University Supervisor:

 Monitor student teacher progress.

 Provide guidance and evaluation.
 Ensure alignment with program standard

Benefits:

1. Hands-on teaching experience.

2. Development of teaching skills and confidence.

3. Networking opportunities.

4. Enhanced job prospects.

5. Integration of theory and practice.

By providing a supportive and guided teaching experience, practicum teaching prepares

future educators for successful careers in the classroom.

Role of Student Teacher :-

In a practicum setting, the student teacher plays a vital role in developing teaching skills and
gaining hands-on experience. Here’s an overview of the student teacher’s role:

Key Responsibilities:

1. Lesson Planning: Develop and implement engaging lesson plans aligned with
curriculum standards.
2. Teaching: Deliver instruction to students, adapting methods to meet diverse needs
3. Classroom Management: Establish and maintain a positive learning environment.
4. Assessment and Evaluation: Monitor student progress, administer assessments, and
provide constructive feedback.
5. Reflection and Self-Assessment: Analyze teaching practices, identify areas for
improvement, and set goals.

Specific Tasks:
7
1. Observing and assisting the cooperating teacher.

2. Teaching individual lessons or small groups.

3. Developing and implementing unit plans.

4. Participating in parent-teacher conferences.

5. Attending school meetings and staff development workshops.

6. Maintaining a reflective journal or teaching portfolio.

7. Engaging in peer mentoring and feedback.

Student Teacher Benefits:

1. Practical teaching experience.

2. Mentorship and feedback from experienced educators.

3. Development of teaching skills and confidence.

4. Networking opportunities.

5. Enhanced job prospects.

6. Integration of theory and practice.

7. Preparation for teacher certification or licensure.

Student Teacher Expectations:

1. Commitment to teaching and learning.

2. Professionalism and ethical conduct.

3. Respect for students, staff, and school policies.

4. Active participation and engagement.

5. Openness to feedback and constructive criticism.

6. Flexibility and adaptability.

7. Continuous reflection and growth.

8
By fulfilling these responsibilities and expectations, student teachers can maximize their
practicum experience, developing essential skills and knowledge for a successful teaching
career.

Role of Cooperative Teacher :

The cooperating teacher plays a crucial role in the practicum experience, serving as a mentor,
supervisor, and evaluator for the student teacher. Here’s an overview of their responsibilities:

Key Responsibilities:

1. Mentoring: Provide guidance, support, and feedback to the student teacher.

2. Supervision: Oversee the student teacher’s teaching practices and classroom
management.
3. Evaluation: Assess the student teacher’s performance, identifying strengths and areas
for improvement.
4. Modeling: Demonstrate effective teaching methods, strategies, and classroom
management techniques.
5. Feedback: Offer regular, constructive feedback on lesson plans, teaching, and
assessment.

Specific Tasks:

1. Orienting the student teacher to the school, classroom, and students.

2. Developing a practicum plan with the student teacher.

3. Observing and providing feedback on student teacher lessons.

4. Collaborating on lesson planning and curriculum development.

5. Providing resources and materials for teaching.

6. Facilitating reflection and self-assessment.

9
7. Communicating with university supervisors and program coordinators.

8. Evaluating student teacher progress and performance.

Benefits for Cooperating Teachers:

1. Professional growth and development.

2. Renewed enthusiasm for teaching.

3. Opportunities for reflection on own practices.

4. Contribution to the development of future educators.

5. Enhanced leadership skills.

Expectations from Student Teachers:

1. Respect for cooperating teacher’s expertise and experience.

2. Open communication and collaboration.

3. Active seeking of feedback and guidance.

4. Flexibility and adaptability.

5. Commitment to teaching and learning.

Qualities of Effective Cooperating Teachers:

1. Patience and empathy.

2. Excellent communication skills.

3. Flexibility and adaptability.

4. Strong teaching and mentoring skills.

5. Ability to provide constructive feedback.

By fulfilling these responsibilities and expectations, cooperating teachers play a vital role in
shaping the next generation of educators, ensuring a positive and productive practicum
experience.

10
Role and Responsibilities of University Supervisor

Role:

The University Supervisor is an academic professional responsible for overseeing and

supporting student teachers during their practicum experience. They ensure that the practicum
aligns with the university’s teacher education program standards and requirements.

Responsibilities:

1. Orientation: Conduct orientation sessions for student teachers and cooperating

teachers to outline practicum requirements and expectations.
2. Site Visits: Conduct regular site visits to observe student teachers, provide feedback,
and assess their performance.
3. Evaluation: Develop and implement evaluation instruments to assess student teacher
competence against program standards.
4. Feedback and Coaching: Provide constructive feedback and coaching to student
teachers to enhance their teaching skills.
5. Communication: Facilitate communication between student teachers, cooperating
teachers, and university stakeholders.
6. Conflict Resolution: Address and resolve any conflicts or concerns arising during the
practicum.

11
 7. Record Keeping: Maintain accurate records of student teacher performance, progress,
and evaluation.

Key Competencies:

1. Expertise in teacher education and pedagogy.

2. Effective communication and interpersonal skills.
3. Ability to evaluate teaching performance.
4. Familiarity with practicum settings and requirements.
5. Strong organizational and time management skills.

Benefits:

1. Contribution to teacher education and development.

1. Opportunities for professional growth and development.
2. Collaboration with educators and professionals.
3. Enhanced leadership and mentoring skills.

Challenges:

1. Balancing multiple roles and responsibilities.

2. Managing time and logistics for site visits.
3. Ensuring consistency in evaluation and feedback.
4. Addressing conflicts or concerns.

Best Practices:

1. Regular communication with student teachers and cooperating teachers.

2. Clear expectations and guidelines.
3. Ongoing evaluation and feedback.
4. Support for student teacher reflection and self-assessment.

University Supervisor’s Relationship with:

1. Student Teachers: Mentor, evaluator, and supporter.

2. Cooperating Teachers: Collaborator, communicator, and facilitator.
3. University Stakeholders: Liaison, reporter, and advocate.

12
By understanding the role and responsibilities of a University Supervisor, we can appreciate
the critical support they provide to student teachers during their practicum experience,
shaping the next generation of educators.

SARDAR BAHADUR KHAN MODEL SCHOOL

FOR BOYS AND GIRLS

13
 SBK MODEL SCHOOL FOR BOYS AND GIRLS

14
SBK Model School For Boys And Girls, Quetta, is a premier educational institution dedicated
to providing quality education to students from Playgroup to Grade 8. Led by a Principal and
Vice Principal, the school has a team of 21 experienced teachers, 3 administrative staff, and 4
domestic staff, with a dedicated school attendant. The campus features 18 well-equipped
classrooms, a library, an ICT lab, a Nazra room, and 3 administrative offices, catering to the
educational needs of over 600 students.

15
VISION :
Produce leaders, who lead the country towards literate society and strengthen the concept of
Unity, Faith & Discipline, Pakistan being a leading Islamic Country.

MISSION :
To provide a distinctive learning environment of modern & qic education through highly
qualified faculty & SBKWU Alum latest learning techniques and modern equipment & inno
Aim to provide the well-groomed educated students from level to higher education
institutions.

One Campus Solution i.e. Early Childhood to Doctorate will op a door for new avenues in
Pakistani education system, specifical the development of syllabus in accordance to our
religion, altu & future needs.

GOALS AND OBJECTIVES :

Admission Policy :
The admission of your child will be decided after the aptitude test of a child & an interview
from the parents. The school faculty & administration will decide to confirm his/her
admission and grade level.

16
 “ OBSERVATIONAL TASK ”

Daily Log

Student Teacher : Rabia

Cooperating Teacher : Ma’am Tehmeena

Grade : Red 1 (One )

Date : 23 / September / 2024

Day :- 1st ( Monday )

Time Name of the What did you Describe what you learned about teaching
person you do.? Example:- and learning.?
worked with.? (Observe,Assist,
teach,etc.)
Ma’am Observational Today was my first day of practicum at SBK
Tehmeena Task, Model School. My teacher welcomed me and
Survival Items showed me my classroom. I then proceeded
9 : to my designated classroom.I was impressed
15 by my cooperative teacher’s kindness. It
made my practicum start on a positive note. I
To spent the day looking around the school and
its classrooms.
1 :
00
Inven In this task, I observed the school and found
tory of the resources in the school, determining what
School Resources kind of resources are available.

17
Cooperating Teacher Signature : Date : 23/September/2024

Student Teacher Checklist By The Student Teacher

Student Teacher Name: Rabia Cooperating Teacher Name : Ma’am Tehmeena
School: SBK Model School For Boys and Girls

Date : 23/September/2024

Day :- 1st ( Monday )

Survival Items Where to find them

Administrative Items
 School handbook with statement Available
and policies
 Policy for possible absences Available
(reporting and frequency)
 Dress code Red and White uniform for students and
colourful dresses for teachers
Map of school with locations for the Available.(On the next page)
following: (If the school doesn’t have
one, then draw one and attach it to this
list.)
 Rest rooms Not available
 Staff room Not available
 Copy room Not available
 Library Available
 Your daily schedule 9 :15 AM to 1:00 PM

 Your daily responsibilities/duties Do the daily tasks. Manage the classroom by the
help of Cooperative teacher and learn teaching.
Classroom Items

18
  Class lists Available

 Seating charts for children in Available

each class
 Children with special needs or Not Available
health issues
 National curriculum for each Available
subject area you will teach
 Text Books Available

 Lesson Plan preparation (formal) Available

 Grading of children’s work Yes

Policies for :
 Classroom Yes, Available
management/Discipline
procedure
 Communicating with parents Yes
 Reporting incidents Yes
University Documentation Yes

 Syllabus for practicum seminar Yes

Expectations :
 Set out in your syllabus Yes
 Practicum Toolkit Yes
Other documents required by your No other documents required.
university

19
University Supervisor : Date : 23/ September / 2024

Map Of SBK Model School For Boys And Girls

20
Date : 23 / September / 2024

Day :- 1st ( Monday )

Daily Reflection On The Student Teacher Checklist Of

The Survival Items By The Student Teacher

About The Task :

The task assigned to me was to observe and document the survival items available in the
school. These items included essential facilities and resources that support student learning.
As a student teacher, this task helped me to understand the resources available in the school
and how they can be utilized to support my teaching practices.

Reflection :
As I reflected on my observations, I realized the importance of having access to these
survival items in supporting student learning. Having access to these survival items is crucial
for supporting student learning. It can help students develop important skills, make learning
more engaging and fun, and support their overall academic success. This observational task
has been a valuable learning experience for me. I have gained a deeper understanding of the
importance of resource utilization in supporting student learning and have developed an
action plan to integrate these resources into my teaching practices. I am committed to
continuing to reflect on my experiences and to seek opportunities for growth and
development as a student teacher.
My Experience :
This observational task was a valuable learning experience for me. As a student teacher, I
gained hands-on experience in observing and documenting the survival items available in the
school. This task helped me to develop my observational skills, critical thinking, and
problem-solving abilities.

21
Through this experience, I also gained a deeper understanding of the importance of resource
utilization in supporting student learning. I realized that effective teaching involves not only
delivering lessons but also creating an environment that supports student engagement,
motivation, and learning.

22
“ Inventory of School Resources By the Student Teacher ”

Student Teacher Name : Rabia Cooperating Teacher Name : Ma’am

Tehmeena

School : SBK. Model School For Boys And Girls

Date : 24/September/2024

Day :- 2nd ( Tuesday )

Resources Describe each of these resources, and list what is

available for both the teacher and the students.
If there is a specific process to access these resources
make sure to note that if the list of resources is longer,
use a separate sheet of paper and attach.
Library Yes, I found the library in the school. The library features
Books for the Children two dedicated sections :
(1) Children’s corner: A vibrant and engaging space
filled with books suitable for students of all ages,
fostering a love for reading and learning.
Books for the Teacher (2) Teacher’s Corner: A valuable resources for
educators, offering a wide range of books and
materials to support teaching and professional
development.
This library is a fantastic addition to SBK School, providing
a quiet and conducive environment for students and teachers
to explore, Learn and grow.
Science Rooms Yes, the science room is available in the school. I observed
Equipment for the teacher the projects and charts displayed in the science room. The
Equipment for the children room is well-equipped with necessary tools and equipment
23
 for both teachers and students, facilitating effective teaching
and learning experiences.
Supply Rooms Not Available
Stationary Stock Not Available
Resources for Teaching
Materials Not Available
Sport Room Not Available

Other Classrooms
Home Economics Room Not Available
Technical/Woodwork Room Not Available
Nazra Room During my practicum, I was pleased to discover the Nazra
room, a dedicated space for Islamic studies within the
school. The room is thoughtfully designed, featuring a
designated prayer area, desks for reciting the Holy Quran,
and an array of Islamic books and charts. I was impressed to
observe that the room maintains a high level of discipline,
providing a conducive environment that fosters a deep
understanding and appreciation of Islamic values and
principles. This well-organized and respectful space supports
effective teaching and learning by allowing students to focus
on their spiritual growth and development, while also
promoting self-discipline and responsibility.
IT/Computers Yes, the Computer room is available.
Computers for teachers The school is equipped with a well-furnished IT/Computer
Computers for students room, providing a conducive environment for teaching and
learning. The room is adequately equipped with computers
for both teachers and students, totaling 19 units, as well as a
projector for multimedia presentations. Additionally, the
room features a heater for the comfort of students and
teachers, and a counter corner for administrative purposes.
The availability of these resources means that students have
access to hands-on computer training, while teachers can

24
 effectively integrate technology into their lesson plans,
ultimately enhancing the teaching and learning experience.
Sick Room Not Available
First Aid Equipment Not Available
Canteen/Kitchen Canteen Not Available
Yes, Kitchen is Available .

The school is equipped with a well-furnished kitchen that

includes essential appliances such as a refrigerator, stove,
and various kitchen utensils.

Other Resources you found I did not find any additional resources during my visit.

25
University Supervisor : Date : 24 /September /2024

Library

26
 Science Room

27
 Nazra Room

28
29
 IT/Computer Room

30
31
 Kitchen

32
Date: 24 / September / 2024

Day :- 2nd ( Tuesday )

Daily Reflection On The Inventory Of School Resources

By The Student Teacher

About Task :
The task assigned to me was to conduct an inventory of the school resources. This involved
identifying, documenting, and evaluating the availability and condition of various resources,
including the library, science room, Nazra room, kitchen, and IT/computer room.

Reflection:
As I reflected on the inventory process, I realized the importance of having accurate and up-
to-date records of school resources. This information can help teachers and administrators
make informed decisions about resource allocation and budgeting. Conducting an inventory
of school resources was a valuable learning experience for me. I gained a deeper
understanding of the importance of resource management and developed practical skills in
conducting an inventory. I look forward to applying this knowledge and skills in my future
teaching practices.

My Experience:
This task provided me with valuable experience in conducting an inventory of school
resources. I developed my observational and documentation skills, and I gained a deeper
understanding of the importance of resource management in schools.

33
 “ Cooperative Teacher Interview ”
Daily Log

Student Teacher Name : Rabia

Cooperative Teacher Name : Ma’am Tehmeena
Grad : 1 ( Red ) School : SBK Model School For Boys And Girls
Date : 30 / September / 2024

Day :- 1st ( Monday )

Tim Name of the person What did you do.? Describe what you learned
e you worked with . ( Examples : about teaching and learning.
Observe, Assist,
Teach etc. )
9:15 Ma’am Tehmeena Cooperative Teacher Today, I interviewed my
Interview Task cooperative teacher, Ma'am
Tehmeena. She is a great teacher
who always helps her students.
To From our conversation, I learned
many important things about
teaching. Ma'am Tehmeena taught
1 :00 me about working with other
teachers, creating a good learning
environment, and communicating
well with students.
This interview was very helpful to
me. Ma'am Tehmeena is a great
example of a good teacher. She is
passionate about teaching and
cares about her students.

34
Cooperative Teacher Signature : Date : 30 / September / 2024

Cooperative Teacher Interview By The Student Teacher

Student Teacher : Rabia

Cooperative Teacher Name : Ma’am Tehmeena
Grad : 1 ( Red ) School : SBK Model School For Boys And Girls

Date : 30 / September / 2024. Day :- 1st (Monday)

Q 1: Ma’am What is your name.?

Answer: My name is Tehmeena, and I am the daughter of Atta Muhammad.
Q2: What are your academic qualifications?
Answer: I hold a Bachelor of Arts (BA) degree and a Bachelor of Education (B.Ed) degree.
Q3: How many years of teaching experience do you have?
Answer: I have 13 years of teaching experience.
Q4: Which grade level do you currently teach?
Answer: I teach Grade 1 Red.
Q5: How would you describe your school principal?
Answer: Our school principal is very cooperative and supportive.
Q6: What is your experience like working with your colleagues and staff?
Answer: Our colleagues, staff, and teachers are all very cooperative, polite, and kind.
Q7: Can you describe your classroom environment?
Answer : My classroom environment is good and conducive to learning.
35
Q8: How would you describe your students?
Answer : My students are cooperative and well-behaved.
Q9: What teaching methods do you use in your classroom?
Answer: I use activity-based learning methods to engage my students.
Q10: What do you think is needed in our school to improve the learning environment?
Answer : I think our school needs a sports room and a sick room to better support our
students’ physical and health needs.

Q11: What activities do you use in class to engage students?

Answer : I incorporate various activities into my lessons to engage students and promote
interactive learning in the classroom.

Q12: Why did you choose teaching as a profession?

Answer: I chose teaching as a profession because I am passionate about education and
enjoy helping students learn and grow.

Q13: What subject do you teach in the classroom?

Answer: My primary subject is English, but as a class teacher, I am responsible for
managing the classroom and teaching students throughout the day.

Q14: Do you have any tips or messages you’d like to share with me as a teacher?
Answer: My advice to you is to always work hard and share your knowledge with others.
As Muslims, it is our duty to spread knowledge and educate those who are less fortunate.
Remember to stay committed to your profession and strive to make a positive impact on your
students’ lives.

36
University Supervisor : Date : 30 / September / 2024

Date : 30 / September / 2024

Day :- 1st ( Monday )

Reflection Of Cooperative Teacher Interview

By The Student Teacher
About the Task:
The cooperative teacher interview task was a valuable learning experience that provided me
with the opportunity to learn from an experienced teacher, Ma’am Tehmeena. The task
involved conducting an interview with Ma’am Tehmeena, asking her a range of questions
about her background, teaching experience, and approaches to classroom management and
instruction.

Reflection:
Through the cooperative teacher interview task, I gained invaluable insights into the teaching
profession and the qualities that make an effective teacher. My conversation with Ma’am
Tehmeena, my cooperative teacher, was enlightening and inspiring, and I was struck by her
passion for teaching and her commitment to her students. The interview reinforced the
importance of creating a positive and inclusive classroom environment, establishing strong
relationships with students, and being flexible and adaptable in the classroom. This
experience has not only deepened my understanding of the teaching profession but also
motivated me to become a more effective and compassionate teacher.

My Experience:
During the interview, I asked Ma’am Tehmeena a range of questions, including her
background, teaching experience, and approaches to classroom management and instruction.
Her responses were thoughtful and informative, and provided me with a deeper
understanding of the teaching profession.
Ma’am Tehmeena’s responses to my questions also highlighted the importance of ongoing
learning and professional development. She emphasized the need for teachers to stay updated
on the latest teaching methods and technologies in order to provide the best possible
education for their students.
37
“ Interview Of Child/Children By The Student Teacher ”
Daily Log

Student Teacher Name : Rabia

Cooperative Teacher Name : Ma’am Tehmeena
Grad : 1 ( Red ) School : SBK Model School For Boys And Girls
Date : 1 / October / 2024

Day :- 2nd ( Tuesday )

Time Name of the What did you do.? Describe what you learned about
person you ( Example : teaching and learning.
worked with. Learn,Assist,
teach,etc .)

9 :00 Task Today, I conducted an interview

with Abiha, a student in my class. I
To Ma’am Tehmeena Interview Of Child asked her a range of questions about
her experiences in school, her
1:00 favorite subjects, and her goals for
the future.

38
Cooperative Teacher Signature : Date : 1 / October / 2024

Interview Of Child/Children By The Student Teacher

Student Teacher Name : Rabia

Cooperative Teacher Name : Ma’am Tehmeena
Child’s Name : Abiha Muneeb
Grad : 1 ( Red ) School : SBK Model School For Boys And Girls
Date : 1 / October / 2024

Day :- 2nd ( Tuesday )

QNo.1 : What is your name?

Answer: My name is Abeeha Muneeb.
QNo.2 : What is your father’s name?
Answer: My father’s name is Muneeb.
QNo.3 : How was your learning experience in the classroom?
Answer: My learning experience in the classroom was good.
QNo.4 : Who is your favorite teacher?
Answer : My favorite teacher is Ma’am Tehmeena.
QNo.5 : Why is she your favorite teacher?

39
Answer : Because she is very polite, kind, and sweet. Her teaching style is also very
inspiring.

QNo.6 : What subject does she teach?

Answer: She is our class teacher, so she manages our class the whole day and teaches us
English.

QNo.7 : What is your favorite subject?

Answer: My favorite subject is English.
QNo.8: What kind of hobbies do you enjoy?
Answer: I enjoy drawing and playing.
QNo.9: Are all the facilities you need available at your school?
Answer : Yes, our school provides all the facilities we need.
QNo.10 : Which facility is your favorite?
Answer : My favorite facility is the playground.
QNo.11: What do you think about your school?
Answer : I think our school is the best.
QNo.12 : How would you describe your teachers?
Answer : Our teachers are very cooperative and motivating.
QNo.13 : Do your teachers support you?

Answer : Yes, our teachers support us and fulfill all our needs.
QNo.14 : How do your teachers manage the classroom?
Answer : Our teachers manage the classroom by resolving issues and conflicts in a polite
way.

QNo.15 : What do you want to become in the future?

Answer : I want to become a teacher in the future.

40
University Supervisor : Date : 1 / October / 2024

41
Date : 1 / October / 2024

Day :- 2nd ( Tuesday )

Reflection Of Child / Children Interview

By The Student Teacher
About The Task :
The child interview task was a valuable learning experience that provided me with the
opportunity to gain insight into the thoughts, feelings, and experiences of a child. The task
involved conducting an interview with Abiha, a student in my class, and asking her a range of
questions about her learning experiences, her favorite subjects and teachers, and her goals for
the future.

Reflection:
Through this interview, I learned the importance of creating a welcoming classroom where
students feel supported, and how a teacher’s personality and teaching style can greatly affect
a child’s learning.

My Experiences :
Today, I had the opportunity to conduct an interview with Abiha. This experience was
invaluable, as it provided me with insight into the thoughts, feelings, and experiences of a
child. During the interview, I asked Abiha a range of questions about her learning
experiences, her favorite subjects and teachers, and her goals for the future. Her responses
were thoughtful and informative, and provided me with a deeper understanding of what
motivates and inspires her.

42
 “ Community / Co-Curricular Engagement
By The Student Teacher ”
Daily Log

Student Teacher Name : Rabia

Cooperative Teacher Name : Ma’am Tehmeena
Grad : 1 ( Red ) School : SBK Model School For Boys And Girls
Date : 7 / October / 2024

Day :- 1st ( Monday )

Time Name of the person What did you do.? Describe What you learned about
you worked with. ( Example : Learn, teaching and learning.
Assist, Teach, etc.)
9:00 Ma’am Tehmeena Community / Co- As part of my practicum experience,
Curricular I was assigned to investigate
Engagement by the community engagement and co-
To Student Teacher curricular activities in my placement
school. To achieve this, I conducted
interviews with my cooperative
1:00 teacher and other staff members.

Cooperative Teacher : Date : 7 /October/2024

43
 Community / Co-Curricular Engagement
By The Student Teacher

Student Teacher Name : Rabia

Cooperative Teacher Name : Ma’am Tehmeena
Grad : 1 ( Red ) School : SBK Model School For Boys And Girls
Date : 7/October/2024

Day :- 1st ( Monday )

Section “A”
Community Engagement At The School

1. How are parents and the community involved in the school?

Parents and the community are involved in the school through various means, such as
attending parent-teacher association meetings, volunteering in classrooms, participating in
fundraising events, and serving on school committees.

2. Are they encouraged to be involved?

Yes, parents and the community are encouraged to be involved in the school. The school
administration and staff actively seek out opportunities to engage with parents and the
community, and they provide regular updates and invitations to participate in school events.
3. How are they involved?
Parents and the community are involved in the school in various ways, including:
 Attending parent-teacher association meetings and school events
 Volunteering in classrooms and assisting with school activities
 Participating in fundraising events and campaigns
 Serving on school committees and advisory boards
 Providing input and feedback on school policies and decisions

44
4. What impact does that have on the school?
The involvement of parents and the community has a significant and positive impact on the
school. It:
 Helps to build a sense of community and shared responsibility for student learning
 Provides additional resources and support for students and teachers
 Enhances communication and collaboration between parents, teachers, and
administrators
 Fosters a positive and inclusive school culture
 Supports student learning and achievement by providing additional opportunities and
resources.

Summary:
The school’s encouragement of parents and community members to be involved through
various means has a profoundly positive impact on the school. By attending meetings,
volunteering, and participating in events, parents and community members can build a sense
of community and connection with the school. This, in turn, supports student learning by
creating a welcoming and inclusive environment that fosters academic success. Moreover,
community engagement helps to promote a positive school culture, where students, parents,
and staff feel valued and respected. By working together, parents, community members, and
school staff can provide a comprehensive and supportive education that prepares students for
success in all areas of life. Ultimately, the school’s commitment to community engagement is
essential for creating a thriving and inclusive educational community that benefits everyone
involved.

45
 Section “ B ”
Children’s Co-Curricular Engagement At The School

1. What Co-Curricular activities occur at the school. Name them.

The school offers a range of co-curricular activities, including football, basketball, sports day,
and game period that promote physical fitness, teamwork, and sportsmanship.

2. Which children participate?

All children are encouraged to participate in co-curricular activities, regardless of their age,
grade level, or ability. This inclusive approach helps to foster a sense of belonging and
promotes socialization among students.

3. Are there opportunities for children with different abilities?

Although the school may not currently have students with different abilities, it is committed
to providing inclusive opportunities for all students.

4. Are teachers involved in these activities?

Yes, teachers play an active role in co-curricular activities at the school. They serve as
coaches, advisors, or mentors, providing guidance, support, and encouragement to students as
they participate in these activities.

5. What impact does that have on the children?

Participating in co-curricular activities has a profoundly positive impact on children. It helps
to develop their physical, emotional, and social skills, while also promoting teamwork,
discipline, and sportsmanship. Additionally, these activities can enhance students’ self-
esteem, confidence, and overall well-being.

Summary :
The school offers various co-curricular activities, such as football, basketball, and sports day
which promote physical fitness, teamwork, and sportsmanship. All children are encouraged to
participate, regardless of age, grade level, or ability. Teachers play an active role in these
activities, providing guidance and support. Participating in co-curricular activities has a
positive impact on children, developing their physical, emotional, and social skills, and
promoting teamwork, discipline, and sportsmanship.

46
University Supervisor : Date : 7/October/2024

Co-Curricular Activities

47
Date : 7/October/2024

Day :- 1st ( Monday )

Reflection On Community/Co-Curricular Engagement At The

School By The Student Teacher
Section A :
The involvement of parents and the community in the school is a vital aspect of its success.
Through various means, such as attending meetings, volunteering, and participating in events,
parents and the community play an active role in supporting student learning and school
activities. This involvement not only fosters a sense of community and shared responsibility
but also provides additional resources, enhances communication, and promotes a positive
school culture. Ultimately, the collaborative efforts of parents, teachers, and the community
have a profoundly positive impact on the school, supporting student learning, achievement,
and overall well-being.

Section B :
Reflecting on the co-curricular activities at the school, it is clear that they play a vital role in
fostering a well-rounded education. The inclusive approach, which encourages all children to
participate regardless of age, grade level, or ability, helps to promote socialization, teamwork,
and a sense of belonging. The active involvement of teachers as coaches, advisors, or mentors
further enhances the experience, providing guidance, support, and encouragement.
Ultimately, participating in co-curricular activities has a profoundly positive impact on
children, developing their physical, emotional, and social skills, while also enhancing their
self-esteem, confidence, and overall well-being.

48
 “ Discipline Procedure And Policies
By The Student Teacher ”
Daily Log

Student Teacher Name : Rabia

Cooperative Teacher Name : Ma’am Tehmeena
Grad : 1 ( Red ) School : SBK Model School For Boys And Girls
Date : 7/October/2024

Day :- 1st ( Monday )

Time Name of the person What did you do.? Describe what you learned
you worked with. (Example : Teach, about teaching and learning.?
Assist, Learn, etc.)
9:00AM Ma’am Tehmeena Non observational Today, my task was to inquire
Task about the discipline procedures
Discipline Procedure and policies of the school from
To and policies of my cooperative teacher. I
School approached her regarding my
task, and she kindly explained
1:00PM the school’s policies to me.
Additionally, she informed me
that the school’s policies and
discipline procedures document
is available at the head office.
She further advised that I can
access the document with the
permission of our head.

49
Cooperative Teacher Signature: Date : 7/October/2024

Discipline Procedure And Policies By The Student Teacher

Student Teacher Name : Rabia

Cooperative Teacher Name : Ma’am Tehmeena
Grad : 1 (Red ) School : SBK Model School For Boys And Girls
Date : 7 /October /2024

Day :- 1st ( Monday )

(A) : Find the policy documents and read them.

(B) : Respond to the following questions after you have
read the documents.

1) Is there a school policy and how can you obtain a copy.?

Yes, there is a school policy, and it is available in written form in the school’s newsletter. The
policy outlines expectations for students’ presentation, punctuality, dress code, and tidiness.

50
 Discipline Procedure And Policies In Written Form

51
 2) Which aspects of the policy are directly related to what happens in
the classroom?
The aspects of the policy directly related to the classroom include:
 Punctuality: Students are expected to arrive on time for classes.
 Dress Code: Students are expected to wear the school uniform correctly.
 Tidiness: Students are expected to maintain personal hygiene and grooming.

3) Describe how your cooperating teacher follows the general rules of

the school policy within the classroom.?
My cooperating teacher follows the general rules of the school policy within the
classroom by:
 Reminding students of the importance of punctuality and attendance
 Encouraging students to wear the correct uniform and maintain personal hygiene and
grooming
 Using positive reinforcement techniques to promote good behavior and adherence to
the school’s policies

4) Describe your personal philosophy with regards to discipline and

working with children.?
My personal philosophy regarding discipline and working with children is centered
around creating a positive, inclusive, and supportive learning environment. I believe
that discipline should be focused on teaching and guiding children, rather than simply
punishing misbehavior.

5) Reflect on how your personal philosophy and the school policy can
work together to create a positive learning experience for all types of
children.?
My personal philosophy and the school policy can work together in harmony to create
a positive learning experience for all types of children. By combining my philosophy
with the school’s policies, we can provide a clear and consistent framework for
discipline and classroom management. This framework will foster a positive and
inclusive learning environment that promotes respect, empathy, and understanding
among students. Furthermore, by encouraging student responsibility and self-
discipline through positive reinforcement techniques and opportunities for choice and
autonomy, we can empower students to take ownership of their learning and develop
essential life skills. Ultimately, this collaborative approach will create a supportive
and engaging learning environment that caters to the diverse needs of all students.

52
 University Supervisor : Date : 7/October/2024
Date : 7/October/2024

Day :- 1st ( Monday )

Reflection Of Discipline Procedure And Policies

By The Student Teacher

About the Task

As a student teacher, I was assigned the task of inquiring about the discipline procedures and
policies of the school. I met with my cooperating teacher and reviewed the school’s policies,
as outlined in the newsletter.

Reflection
As I reflect on the discipline procedure and policies task, I am struck by the importance of
establishing clear expectations and consequences for student behavior. The school’s policies
provide a framework for promoting a positive and respectful learning environment.
I was impressed by the school’s emphasis on student presentation, punctuality, and tidiness.
These expectations not only promote a sense of professionalism and respect for oneself and
others, but also help to establish a positive and focused learning environment.

My Experience
Through this task, I have gained a deeper understanding of the importance of discipline
procedures and policies in promoting a positive and respectful learning environment. I have
also had the opportunity to reflect on my own approach to discipline and classroom
management.

53
 “ Classroom Management By The Student Teacher ”
Daily Log

Student Teacher Name : Rabia

Cooperative Teacher Name : Ma’am Tehmeena
Grad : 1 ( Red ) School : SBK Model School For Boys And Girls
Date : 8/October/2024

Day :- 2nd ( Tuesday )

Time Name of the person What did you do.? Describe what you learned
you worked with.? (Example: Teach, about teaching and learning.?
Assist, Learn, etc.)
Ma’am Tehmeena Non Observational As a student teacher, I was
9:00PM Task assigned to observe and
Classroom participate in classroom
Management management strategies.
I learned how to manage a
To classroom, set clear rules, and
encourage good behavior.The
most important things I learned
was the importance of setting
1:00A clear expectations for student
M behavior. I saw how the teacher
clearly communicated the
classroom rules and expectations
to the students, and how this
helped to create a positive and
respectful learning environment.

54
Cooperative Teacher Signature : Date : 8/October/2024

Classroom Management By The Student Teacher

Student Teacher Name : Rabia

Cooperative Teacher Name : Ma’am Tehmeena
Grad : 1 ( Red ) School : SBK Model School For Boys And Girls
Date : 8/October/2024

Day :- 2nd ( Tuesday )

Interview with a Cooperative Teacher, Here are her responses to my

questions :
1. What is the process of setting expectations for children’s behavior in the
classroom?
Answer: Manage different types of students’ behavior with different activities and questions.
2. How do you develop lesson plans to manage behavior and promote a positive
learning environment?
Answer: I incorporate a variety of activities and questions into my lesson plans to engage
students and manage behavior.
3. How do you use the pacing of the lesson to create a positive learning
environment?
Answer: I use a variety of timing strategies for activities to keep students engaged and
focused.
4. How do you use the space in the classroom to create a positive learning
environment and manage behavior?
Answer: I arrange the seating and use of space in the classroom to promote collaboration,
engagement, and minimal distractions.
5. How do you encourage active participation by children in the classroom?
Answer: I use a variety of strategies, including think-pair-share, group discussions, and
hands-on activities.

55
 6. How do you build relationships with children and establish a positive classroom
environment?
Answer: I take the time to get to know each student as an individual, and I make an effort to
establish positive relationships with them.

7. How do you handle difficult or challenging behavior in the classroom?

Answer: I try to stay calm and composed, and I use a variety of strategies to de-escalate the
situation and redirect the student’s behavior.
8. What role do parents play in supporting discipline and behavior management in
the classroom?
Answer: Parents’ involvement is essential. They provide positive feedback and reinforce
good behavior.
9. How do you involve parents and guardians in supporting student behavior and
discipline?
Answer: I communicate regularly with parents and guardians through email, phone calls, and
parent-teacher conferences.
10. What is the impact of verbal strictness on students’ behavior?
Answer: Verbal strictness can have a positive impact on students, but it’s essential to balance
this with empathy and understanding.
11. How do you manage classroom behavior and engage students in learning
activities?
Answer: I manage the classroom with activities, involve students in the class, and use
different questions to engage students who may be disengaged or disruptive.
12. What is the role of staff cooperation in supporting discipline and behavior
management in the classroom?
Answer: Staff cooperation is essential. We work together to support each other and provide a
consistent approach to discipline and behavior management.
13. How do you promote mutual respect among all participants in the classroom?
Answer: I promote mutual respect by establishing clear expectations, encouraging active
participation, and fostering a positive and inclusive learning environment.
14. How do you use extracurricular activities, such as Sports Day, to promote
teamwork and discipline among students?
Answer: We organize Sports Day twice a week to promote teamwork, physical activity, and
discipline among Students.

56
University Supervisor : Date : 8/October/2024

Date : 8/October/2024

Day :- 2nd ( Tuesday )

Reflection Of Classroom Management By The Student Teacher

About the Task
As a student teacher, I was assigned to observe and participate in classroom management
strategies in a real-world setting. The task involved observing the classroom teacher’s
management strategies, assisting the teacher in implementing these strategies, and reflecting
on the effectiveness of these strategies.
Reflection
Through this experience, I gained valuable insights into the importance of effective classroom
management in creating a positive and supportive learning environment. I learned that setting
clear expectations, promoting physical activity and teamwork, and fostering a sense of
community and cooperation among teachers, staff, and parents are essential components of
effective classroom management.
My Experience
Throughout this experience, I had the opportunity to observe and participate in various
classroom management strategies. I assisted the teacher in implementing these strategies,
including setting clear expectations, promoting physical activity and teamwork, and fostering
a sense of community and cooperation among teachers, staff, and parents.

57
 “ Whole Class Instruction Observation
By The Student Teacher ”
Daily Log
Student Teacher Name : Rabia
Cooperative Teacher Name : Ma’am Tehmeena
Grad : 1 (Red)
Date : 21/October/2024

Day :- 1st (Monday)

Time Name of the What did you do.? Describe what you learned about
person you (Example: Teach, teaching and learning.?
worked with.? Assist, observe, Learn.)
Ma’am Tehmeena Whole Class Instruction, Today’s observational task is about
Observational Task observation of whole class instruction.I
9 : 00 observed a Grade 1 class taught by
AM Ma'am Tehmeena. The teacher
effectively managed the classroom,
delivered a clear and concise lesson, and
To promoted student learning through visual
aids and engaging activities. Students
participated actively, and the teacher
1:00 provided feedback and encouragement.
PM This observation helped me learn the
importance of clear expectations,
positive reinforcement, and engaging
activities in creating a supportive
learning environment.

58
Cooperative Teacher Signature: Date : 21/October/2024

Whole Class

59
 Whole Class Instruction Observation
By The Student Teacher
Student Teacher : Rabia
Cooperative Teacher : Ma’am Tehmeena
Grad : 1 (Red) School : SBK Model School For Boys And Girls
Date : 21/October/2024
Subject : Science Unit : Sounds Topic : Indoor/Outdoor Sounds

Day :- 1st (Monday)

Q : 1. Sketch the set-up of the classroom (layout of entryway, desks, teacher desk, etc.).
The classroom layout consists of 3 rows of students’ desks, arranged to facilitate whole-class
instruction and group work. There is adequate space between the rows of desks, allowing the
teacher to move around the room easily.
Q : 2. Why do you think the teacher uses this classroom layout? How are the spaces in
the classroom used to enhance learning?
The teacher uses this classroom layout to promote student interaction and engagement. The
arrangement of the desks allows for easy movement and collaboration among students. The
spaces in the classroom are used to enhance learning by providing a comfortable and
organized environment.
Q : 3. Describe how the teacher set expectations for the children for this lesson?
The teacher set clear expectations for the children by reviewing the classroom rules and
objectives of the lesson at the beginning of the class. She also explained the importance of
active listening and participation, and encouraged students to ask questions and share their
thoughts.
Q : 4. Teacher’s activities: What did the teacher do to keep the children interested and
involved during the lesson?
The teacher used a variety of activities to keep the children interested and involved,
including:

60
  Asking open-ended questions to encourage critical thinking
 Using visual aids and examples to illustrate key concepts
 Providing opportunities for students to share their thoughts and ideas
 Incorporating hands-on activities to reinforce learning
 Using storytelling and real-life examples to make the lesson more engaging
Q :5. Children’s participation: Did all children participate actively? How would you
describe what active participation by the children looks like in this class?
Yes, all children participated actively in the lesson. Active participation in this class involves
students engaging with the lesson, asking questions, and responding to the teacher’s prompts.
Students are also encouraged to share their thoughts and ideas with the class, and to
participate in hands-on activities.
Q :6. Describe any particular ways in which the teacher provided opportunities to
include the varied learning needs and varied learning styles of the children.
The teacher provided opportunities to include the varied learning needs and varied learning
styles of the children by:
 Using visual aids and examples to support visual learners
 Providing opportunities for students to share their thoughts and ideas to support
auditory learners
 Incorporating hands-on activities to support kinesthetic learners
 Offering feedback and encouragement to support students with different learning
needs
 Using differentiated instruction to cater to the needs of students with different
learning styles
Q : 7. What resources/materials did the lesson require? Did it involve the use of any
technology or media?
The lesson required the following resources and materials:
 Whiteboard and markers
 Examples and visual aids
 Books and handouts
 No technology or media was used in this lesson.
Q : 8. How did the teacher bring the lesson to closure?
The teacher brought the lesson to closure by:
 Summarizing the key concepts and takeaways
 Asking students to reflect on what they learned
 Providing feedback and encouragement
 Assigning homework to reinforce learning
 Encouraging students to ask questions and seek clarification

61
University Supervisor : Date : 21/October/2024

Date : 21/October/2024

Day :- 1st (Monday)

Reflection Of Whole Class Instruction Observation

By The Student Teacher

Reflection :-
After observing this lesson, I reflected on my preferred classroom layout and how I can create
a supportive learning community within my classroom. I believe that a flexible and adaptable
layout is essential to promote student interaction and engagement. I also learned the
importance of using visual aids, examples, and hands-on activities to support different
learning styles and needs.

62
 “ Small Group/Collaborative Learning
Observation By The Student Teacher ”
Daily Log

Student Teacher : Rabia

Cooperative Teacher : Ma’am Tehmeena
Grad : 1 (Red)
Date : 22/October/2024

Day :- 2nd ( Tuesday )

Time Name of the What did you do.? Describe what you learned about
person you (Example: Teach, teaching and learning.?
worked with.? Assist, Observe,
Learn.)

Ma’am Small I observed a grade 1 class where

9:00 Tehmeena group/Collaborative students worked in small groups.
AM Learning observation, Each student had a specific role to
Observational Task play. The teacher provided
To guidance and support to ensure the
groups stayed on track. While all
1:00 students participated, some
PM required more assistance. Overall,
the teacher effectively facilitated
collaborative learning.

63
Cooperative Teacher Signature : Date : 22/October/2024

Small Group/Collaborative Learning

Observation By The Student Teacher

Student Teacher : Rabia

Cooperative Teacher : Ma’am Tehmeena
Grad : 1 (Red) School : SBK Model School For Boys And Girls
Date : 22/October/2024

Day :- 2nd (Tuesday)

Q:1. What is the purpose of using small groups of children working together? (Ask the
teacher or try to figure out why he/she decided to use group work to teach this
particular topic/subject matter.)
The purpose of using small groups of children working together is to promote collaborative
learning, encourage teamwork, and develop problem-solving skills. The teacher wants
students to learn from each other, share ideas, and work together to achieve a common goal.
Q:2. Do you think that group work is the most appropriate and effective structure or
technique to use for teaching this subject matter and topic? Does group work support
the desired learning outcomes? Explain your answer by writing up the learning
outcomes and HOW group work helps to meet each one of these.
I think group work is an effective structure for teaching this subject Science topic indoor
outdoor sounds. The learning outcomes for this lesson include understanding the concept of
indoor and outdoor sounds, identifying different types of sounds, and developing critical
thinking skills through group discussions. Group work helps to meet these learning outcomes
by encouraging students to share their ideas and thoughts, providing opportunities for
students to learn from each other, and developing critical thinking skills through group
discussions.

64
Q:3. Describe how the teacher decided who would be in each group. Has a group leader
been appointed and if so, how was this done? What has the leader been told to do as a
leader?
The teacher decided who would be in each group by considering the students’ learning styles,
strengths, and weaknesses. A group leader was appointed, and they were told to ensure that
everyone in the group participates and contributes to the discussion. The leader was also
responsible for keeping the group on track and ensuring that they complete the task.
Q:4.Describe the other roles/responsibilities assigned to the other group members? How
was this done?
The other roles and responsibilities assigned to the group members include recorder,
timekeeper, and materials manager. The recorder is responsible for taking notes and recording
the group’s ideas. The timekeeper is responsible for keeping track of time and ensuring that
the group stays on schedule. The materials manager is responsible for gathering and
distributing materials needed for the task. These roles were assigned to ensure that each group
member has a specific responsibility and contributes to the group’s success.
Q:5.How are all the children in the group participating in the group work? Describe the
differences the children’s levels or type of involvement. Why do you think they are
participating at different levels?
All the children in the group are participating in the group work, but at different levels. Some
students are more engaged and actively contributing to the discussion, while others are
quieter and less involved. I think this is because some students may be shy or hesitant to
share their ideas, while others may be more confident and outgoing.
Q:6. Do you think the group is completing the task/activity that the teacher requires
effectively? Would you consider this cooperative learning? Explain your answer.
I think the group is completing the task effectively, and this can be considered cooperative
learning. The students are working together, sharing ideas, and contributing to the discussion.
They are also taking on different roles and responsibilities, which is promoting teamwork and
collaboration.
Q:7. How is the teacher monitoring (keeping track of) the children’s participation,
engagement and behavior?
The teacher is monitoring the children’s participation, engagement, and behavior by
circulating around the room to observe group work, asking questions and providing feedback
to groups, encouraging students to share their ideas and thoughts, and providing guidance and
support when needed.

65
University Supervisor : Date : 22/October/2024

Small Group/Collaborative Learning

66
Date : 22/October/2024

Day :- 2nd (Tuesday)

Reflection Of Small Group/Collaborative Learning Observation

By The Student Teacher

Reflection :-
As I observed the small group/collaborative learning activity, I was impressed by the
teacher’s ability to facilitate teamwork and encourage active participation from all students.
The clear instructions, assigned roles, and ongoing support helped to create a productive and
inclusive learning environment.I noted that some students required more guidance and
support than others, which highlighted the importance of differentiation and scaffolding in
group work. I also observed that the teacher’s circulation around the room and provision of
feedback helped to keep students on track and motivated.This observation reinforced the
value of collaborative learning in promoting social skills, creativity, and critical thinking. As
a student teacher, I will strive to incorporate similar strategies into my own teaching practice
to foster a collaborative and supportive learning environment.

67
 Daily Activities

68
 Lesson Plan

What is Lesson Plan .?

A lesson plan is a detailed outline of the instructional activities and procedures that a teacher
will use to teach a specific topic or subject to students. It is a roadmap that guides the teacher
in delivering a lesson to achieve specific learning objectives .

Purpose Of Lesson Plan :- The purpose of a lesson plan is to help teachers teach
their students effectively. Here’s what it means :

 “Teach well” means that the teacher is prepared and knows exactly what to do
during the class.
 “Make sure students learn what they need to” means that the teacher wants to
ensure that students understand and learn the material being taught.
 “Make the most of class time” means that the teacher wants to use the time in
class wisely and efficiently, so that students can learn as much as possible.

Importance Of Lesson Plan :- The importance of a lesson plan cannot be

overstated. It provides clear objectives and outcomes, ensuring that teachers are focused on
what they want students to learn. A lesson plan also provides organization and structure,
helping teachers to stay on track and manage their time effectively. This, in turn, enables
teachers to make the most of the time available, ensuring that all activities are relevant and
productive. Moreover, a lesson plan helps teachers to create engaging and interactive lessons
that cater to different learning styles and abilities, leading to improved student engagement.
Finally, a lesson plan enables teachers to assess and evaluate student learning, identifying
areas of strength and weakness.

Benefits Of Lesson Plan :- The benefits of a lesson plan are numerous. Having a
clear plan In place reduces teacher stress and anxiety, while also improving teacher
confidence. A lesson plan enhances student learning by providing a clear and structured
approach to teaching. It also promotes active learning by incorporating a range of activities
and strategies. Furthermore, a lesson plan facilitates differentiation, catering to the diverse
needs and abilities of students. It also supports reflection and evaluation, enabling teachers to
assess the effectiveness of their lessons. Additionally, a lesson plan encourages creativity and

69
innovation, providing a framework for teachers to try new approaches and strategies. Overall,
a lesson plan is an essential tool for effective teaching and learning.

Co-teaching + Individual Lesson Plans

“ Log Of Lesson Plans ”
Student Teacher Name : Rabia
Cooperative Teacher Name : Ma’am Tehmeena
Grad : 1 (Red) Date : 4/November/2024

Day :- Monday
Time Name of the What did you do.? Describe what you learned about
person you (Example: Teach, teaching and learning.
worked with.? observe,Assist,
Learn.)
9 :00 Ma’am Co-teaching Lesson As a student teacher, I was assigned to co-
AM Tehmeena Plans teach 10 lesson plans with my cooperative
teacher, Ma'am Tehmeena. This experience
To was invaluable, and I learned many things
that will help me become a more effective
1:00 teacher.
PM

9:00 Ma’am Individual Lesson As a student teacher, I had the opportunity

AM Tehmeena Plans to design and teach 6 individual lesson
plans to a Grade 1 class. This was my first
To experience in teaching a class
independently, and I learned a great deal
1:00 from it.
AM Through this experience, I gained valuable
insights into lesson planning, classroom
management, and teaching strategies. I
learned the importance of time
management, creating engaging lessons,
using visual aids, and encouraging student
participation. I also developed skills in
adapting to unexpected situations, thinking
critically, and reflecting on my teaching
practices. This experience has helped me to
become a more confident and effective
teacher, and I look forward to applying
what I have learned in my future teaching
practice.

70
Cooperative Teacher Signature : Date : 4/November/2024

71
 “ Co-teaching Lesson Plans ”
Lesson Plan No : 1

Student Teacher Name : Rabia

Cooperative Teacher Name : Ma’am Tehmeena

Date : 4/November/2024

Class : Grade 1 ( Red )

Subject : English

Time : 45 Minutes

Topic : Unit#7

The Lost Doll

Student Learning Objectives :-

1. To identify words that begin and end with the same sound.

2. To recognize and read diagraphs.

Prior Knowledge :-

Students are familiar with basic phonics concepts and have practiced reading simple stories.

Teaching Aids :-

 Whiteboard
 Duster
 Marker
 Book: “The Lost Doll”
 Pictures
72
  Vocabulary flashcards (Brush, Bag, Chair, Cup, Hat, Bat, Table, Apple)

Teaching Methods :-

 Activity Based Learning

 Discussion

Announcement of the Topic :-

“Today, class, we’re going to explore a fascinating story about a lost doll! Get ready to learn
about words that start and end with the same sound, and discover the magic of diagraphs!”

Methodology :-

1. Introduction (5 minutes)
 Begin the lesson by asking students about their favorite toys and how they keep
them clean and tidy.
 Show students a picture of a doll and ask if they have ever lost a favorite toy.
2. Reading(15 minutes)
 Read the story “The Lost Doll” to the students.
 Ask students to follow along and point to the words as you read.
 Stop periodically to ask questions and encourage discussion.
3. Diagraphs (10 minutes)
 Introduce the concept of diagraphs (e.g., ch, sh, th).
 Use flashcards to demonstrate examples of diagraphs.
 Have students practice reading words with diagraphs.
4. Vocabulary(10 minutes)
 Review vocabulary words related to the story (e.g., brush, bag, chair).
 Use flashcards to reinforce vocabulary.
 Have students practice using vocabulary words in sentences.
5. Conclusion (5 minutes)
 Review the objectives of the lesson.
 Ask students to share what they learned.

Assessment :-

73
  Observe students during the reading and diagraph activities.
 Review student worksheets for accuracy.
 Collect and review student vocabulary flashcards.

Homework :-

 Practice reading words with diagraphs.

 Review vocabulary words and use them in sentences.

Evaluation :-

Most students did well in identifying words with diagraphs and demonstrating an
understanding of vocabulary. However, some students may need additional practice to
reinforce these skills.

Feedback :-

……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………

74
Date : 4/November/2024

Day :- Monday

Reflection Of The Co-teaching Lesson Plan : The Lost Doll

Reflection :-

As a student teacher, I observed and co-taught a lesson plan on “The Lost Doll” with my
cooperative teacher, Ma’am Tehmeena. I gained valuable insights into effective teaching
practices, including classroom management, adaptation to different learners, and the
importance of planning and preparation.Assisting Ma’am Tehmeena in teaching the lesson
gave me hands-on experience in delivering instruction and managing classroom behavior. I
learned the importance of attention to detail and commitment to excellence in teaching.This
experience was invaluable, and I feel fortunate to have worked with such an experienced and
skilled teacher.

75
 “ Co-teaching Lesson Plans ”

Lesson Plan No : 2

Student Teacher Name : Rabia

Cooperative Teacher Name : Ma’am Tehmeena

Date : 4/November/2024

Grad : 1 (Red )

Subject : Math

Time : 45 Minutes

Topic :

Addition and Substraction

Student Learning Objectives :-

1. To understand the concept of addition and subtraction.

2. To apply addition and subtraction skills to solve simple math problems.
3. To use numbers and symbols to represent addition and subtraction.

Prior Knowledge :-

Students are familiar with basic number concepts and counting.

76
Teaching Aids :-

 Whiteboard
 Markers
 Duster
 Book

Teaching Methods :-

 Guided practice
 Independent practice
 Discussion

Announcement of the Topic :-

“Today, class, we’re going to learn about addition and subtraction! Get ready to count, add,
and subtract numbers!”

Methodology :-

1. Introduction (5 minutes)
 Review counting concepts with students.
 Introduce the concept of addition and subtraction using simple examples.
2. Direct Instruction (10 minutes)
 Write simple math problems on the board, such as 2+2=? Or 5-1=?.
3. Guided Practice (15 minutes)
 Distribute simple math worksheets to students.
 Have students work in pairs to complete the worksheets.
 Circulate around the room to assist students as needed.
4. Independent Practice (10 minutes)
 Provide students with counting blocks and simple math problems.
 Have students work independently to solve the problems.
5. Conclusion (5 minutes)
 Review the objectives of the lesson.
 Ask students to share what they learned.

Assessment :-

77
  Observe students during the guided and independent practice activities.
 Review student worksheets for accuracy.
 Use counting blocks to assess students’ understanding of addition and subtraction
concepts.

Homework :-

Solve the following math problems:

1. 2 + 1 = ?
2. 5 – 2 = ?
3. 1 + 3 = ?
4. 7 – 1 = ?
5. 4 + 2 = ?

Evaluation :-

Most students demonstrated a good understanding of addition and subtraction concepts.

However, some students may need additional practice to reinforce these skills.

Feedback :-

…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………

78
…………………………………………………………………………………………………
…………………………………………………………………………………………………

Date : 4/November/2024

Day :- Monday

Reflection Of Co-teaching Lesson Plan : Addition & Subtraction

Reflection :-

As a student teacher, I co-taught a lesson plan on addition and subtraction with my

cooperative teacher, Ma’am Tehmeena. I gained valuable experience in delivering instruction
and managing classroom behavior. The lesson was well-planned and effectively used visual
aids, such as number cards and counting blocks, to reinforce student understanding of
addition and subtraction concepts.I was impressed by Ma’am Tehmeena’s ability to engage
the students and make the lesson fun and interactive. The students were actively involved in
the lesson and showed a good understanding of the concepts taught.Overall, this experience
was invaluable.

79
 ‫” کو ٹیچنگ “‬

‫‪3 :‬‬ ‫سبقکا منصوب‬

‫ط‬
‫رابعہ‬ ‫البعلم استاد ‪:‬‬

‫کوآپریٹو ٹیچر کا نام_ ‪ :‬میڈم تہمینہ‬

‫تاریخ ‪4/11/2024 :‬‬

‫کالس ‪1 :‬‬

‫وقت ‪ 45 :‬منٹس‬

‫مضمون‪ :‬اردو‬

‫عنوان ‪ :‬میرا گھر‬

‫‪ :‬تدریسی مقاصد‬

‫بنیادی الفاظ کا استعمال کرتے ہوئے اپنے گھر کی وضاحت کرنے کے قابل ہونا۔‬ ‫‪.1‬‬
‫‪80‬‬
 ‫گھر کے مختلف حصوں کی شناخت اور نام دینے کے قابل ہونا۔‬ ‫‪.2‬‬
‫اپنے گھر کو بیان کرنے کے لیے جملے کے بنیادی ڈھانچے استعمال کرنے کے قابل ہونا۔‬ ‫‪.3‬‬
‫بچوں کو گھر کے مختلف حصوں سے آگاہ کرنا۔‬ ‫‪.4‬‬
‫گھر کی اہمیت اور اس کے مختلف حصوں کی شناخت کرنا۔‬ ‫‪.5‬‬
‫بچوں کو اپنے گھر کا منصوبہ بنانے اور بیان کرنے کی صلاحیت دینا‬ ‫‪.6‬‬
‫‪ :‬سابق حوال‬

‫طلباء خاندان اور گھر سے متعلق بنیادی الفاظ سے واقف ہیں۔‬

‫تدریسی مواد‬

‫وائٹ بورڈ اور مارکر‬ ‫‪‬‬

‫ڈسٹر‬ ‫‪‬‬
‫کتاب‬ ‫‪‬‬

‫طریق کار‬

‫سوال وجواب کا طریقہ‬ ‫‪‬‬

‫بیانیہ طریقہ‬ ‫‪‬‬

‫سبق کا خاک‪:‬‬

‫سبق کا آغاز (‪ 5‬منٹ)‬ ‫‪.1‬‬

‫استاد بچوں سے سوال کریں‪" :‬گھر کیا ہوتا ہے؟"‬ ‫‪‬‬
‫بچوں کو گھر کے اہم حصوں کے بارے میں مختصر تعارف دیں (کمرہ‪ ،‬کچن‪ ،‬باتھروم‪ ،‬وغیرہ)۔‬ ‫‪‬‬
‫ایک تصویر دکھائیں جس میں ایک گھر کے مختلف حصے واضح ہوں اور بچوں سے سوال کریں کہ وہ کس حصے کو کہاں پہ‬ ‫‪‬‬
‫سمجھتے ہیں۔‬
‫گھر کے حصے اور ان کی اہمیت (‪ 10‬منٹ)‬ ‫‪.2‬‬
‫استاد بچوں کو گھر کے مختلف حصے (کمرہ‪ ،‬باتھروم‪ ،‬کچن‪ ،‬دروازہ‪ ،‬کھڑکیاں) کے بارے میں بتائیں۔‬ ‫‪‬‬
‫ہر حصے کی اہمیت اور اس کا مقصد بیان کریں‪:‬‬ ‫‪‬‬
‫کمرہ‪ :‬ہم یہاں سوتے ہیں اور آرام کرتے ہیں۔‬ ‫‪‬‬
‫کچن‪ :‬ہم یہاں کھانا پکاتے ہیں۔‬ ‫‪‬‬
‫باتھروم‪ :‬یہاں ہم صفائی کرتے ہیں۔‬ ‫‪‬‬
‫دروازہ اور کھڑکیاں‪ :‬گھر کا داخلہ اور روشنی۔‬ ‫‪‬‬
‫گھر کا منصوبہ بنانا (‪ 15‬منٹ)‬ ‫‪.3‬‬
‫استاد بچوں سے کہیں کہ وہ اپنے گھر کا ایک سادہ منصوبہ (خاکہ) بنائیں۔‬ ‫‪‬‬
‫‪81‬‬
 ‫اس میں مختلف حصوں کو شامل کریں‪:‬‬ ‫‪‬‬
‫کمرہ‪ ،‬کچن‪ ،‬باتھروم‪ ،‬دروازہ‪ ،‬کھڑکیاں۔‬ ‫‪‬‬
‫بچے رنگین کاغذ یا مارکر کا استعمال کر کے گھر کا خاکہ بنائیں۔‬ ‫‪‬‬
‫بچوں کی تخلیقی سرگرمی (‪ 10‬منٹ)‬ ‫‪.4‬‬
‫بچوں سے کہیں کہ وہ اپنے بنائے ہوئے گھر کے منصوبے پر بات کریں‪ ،‬یعنی‪:‬‬ ‫‪‬‬
‫"میں نے اپنے کمرے میں کیا رکھا ہے؟"‬

‫"میرے کچن میں کون سی چیزیں ہیں؟"‬

‫"میں کہاں سوتا ہوں؟"‬

‫ہر بچہ اپنے بنائے ہوئے منصوبے کے بارے میں کلاس میں بتائے گا۔‬

‫ٹ)‬
‫من‬ ‫سبق کا خالصہ اور سواالت (‪5‬‬ ‫‪.5‬‬
‫استاد بچوں سے سوالات پوچھیں جیسے‪:‬‬ ‫‪‬‬

‫" آپ کے گھر میں سب سے پسندیدہ جگہ کون سی ہے؟"‬

‫"گھر میں کون سا حصہ سب سے زیادہ اہم ہے؟"‬

‫بچوں کو اس بات کی اہمیت بتائیں کہ گھر ان کے لیے ایک محفوظ اور آرام دہ جگہ ہے۔‬ ‫‪‬‬
‫گھر کا کام‪:‬‬
‫بچوں کو ہدایت دیں کہ وہ اپنے گھر کے کسی ایک حصے کی تصویر بنائیں اور اس کے بارے میں ایک یا دو جملے لکھیں۔‬ ‫‪‬‬

‫تاثرات نگران‬

‫…………………………………………………………………………………………‬
‫…………………………………………………………………………………………‬
‫…………………………………………………………………………………………‬
‫…………………………………………………………………………………………‬
‫………………………………………………………………………………‪................‬‬

‫‪82‬‬
 ‫“ کو ٹیچنگ”‬

‫سبق کا منصوبہ ‪4 :‬‬

‫طالبعلم استاد کا نام ‪ :‬رابعہ‬

‫کوآپریٹو استاد کا نام ‪ :‬میڈم تہمینہ‬

‫تاریخ ‪4/11/2024 :‬‬

‫مضمون ‪ :‬اسلامیات‬

‫جماعت‪ :‬اول‬

‫مدت‪ 45 :‬منٹ‬

‫عنوان‬

‫حضرت محمد کے اخلا ِق حسنہ‬

‫تدریسی مقاصد ‪:‬‬

‫سبق کے اختتام پر‪ ،‬طلباء یہ سیکھیں گے کہ‪:‬‬

‫حضرت محمد صلی اللہ علیہ و آلہ وسلم کے اخلاق حسنہ کی اہمیت کو سمجھیں گے۔‬ ‫‪.1‬‬
‫اچھے اخلاق اور آداب کی کچھ مثالیں جانیں گے۔‬ ‫‪.2‬‬
‫‪83‬‬
 ‫اسلامی اخلاقی قدروں کو اپنانا سیکھیں گے‪ ،‬جیسے مہربانی‪ ،‬سچائی اور احترام۔‬ ‫‪.3‬‬

‫تدریسی مواد‪:‬‬

‫وائٹ بورڈ اور مارکر‬ ‫‪‬‬

‫ڈسٹر‬ ‫‪‬‬
‫کتاب‬ ‫‪‬‬

‫طریق@ تدریس ‪:‬ـ‬

‫طریقہ بیانیہ‬ ‫‪‬‬

‫سوال وجواب کا طریقہ‬ ‫‪‬‬

‫سبق کا طریق کار‪:‬‬

‫تعارف (‪ 5‬منٹ)‪:‬‬ ‫‪.1‬‬

‫طلباء کو "السلام علیکم" کہہ کر خوش آمدید کہیں اور پوچھیں کہ آج وہ کیسے ہیں۔‬

‫سبق کا تعارف کروائیں‪ " :‬آج ہم حضرت محمد صلی اللہ علیہ و آلہ وسلم کے اخلاق حسنہ کے بارے میں سیکھیں گے۔"‬

‫طلباء سے پوچھیں کہ کیا وہ حضرت محمد صلی اللہ علیہ و آلہ وسلم کو جانتے ہیں اور انہیں مختصر ًا بتائیں کہ حضرت محمد صلی اللہ علیہ و آلہ‬
‫وسلم ہمیشہ دوسروں کے ساتھ مہربانی اور اچھے سلوک سے پیش آتے تھے۔‬

‫اہم نکات‪:‬‬

‫حضرت محمد صلی اللہ علیہ و آلہ وسلم کو ان کی مہربانی‪ ،‬سچائی اور اچھے اخلاق کی وجہ سے جانا جاتا تھا۔‬

‫وہ ہمیشہ لوگوں کی مدد کرتے اور ہر ایک کے ساتھ عزت و احترام سے پیش آتے۔‬

‫کہانی کا وقت (‪ 10‬منٹ)‪:‬‬ ‫‪.2‬‬

‫حضرت محمد صلی اللہ علیہ و آلہ وسلم کی اچھے اخلاق پر ایک سادہ کہانی سنائیں۔ مثال کے طور پر‪:‬‬

‫بوڑھی عورت اور نبی صلی اللہ علیہ وآلہ وسلم کی کہانی‪ :‬ایک عورت جو نبی صلی اللہ علیہ و آلہ‬
‫وسلم کے راستے پر کچرا پھینکتی تھی۔ ایک دن جب نبی صلی اللہ علیہ و آلہ وسلم نے کچرا نہ دیکھا‪ ،‬تو انہوں نے اس کے بارے میں پوچھا اور‬
‫اس کی عیادت کے لیے گئے اور اس کے ساتھ مہربانی سے پیش آئے۔‬

‫کہانی کے بعد طلباء سے کچھ سادہ سواالت پوچھیں تاکہ ان کی سمجھ چیک کی‬
‫جا سکے‪:‬‬

‫‪84‬‬
 ‫حضرت محمد صلی اللہ علیہ و آلہ وسلم نے بوڑھی عورت کے لیے کیا کیا؟‬

‫حضرت محمد صلی اللہ علیہ و آلہ وسلم نے ان لوگوں کے ساتھ کیسے سلوک کیا جو ان کے ساتھ مہربان نہیں تھے؟‬

‫ہم اپنے زندگی میں حضرت محمد صلی اللہ علیہ و آلہ وسلم کی طرح کیسے برتأو کر سکتے ہیں؟‬

‫اچھے آداب پر بات چیت (‪ 10‬منٹ)‪:‬‬ ‫‪.3‬‬

‫بورڈ پر "اچھے آداب" کے الفاظ لکھیں۔‬

‫طلباء سے پوچھیں کہ وہ کون سے اچھے آداب جانتے ہیں۔ ان کے جوابات بورڈ پر لکھیں۔ (مثالیں‪ :‬براہ کرم کہنا‪ ،‬شکریہ کہنا‪ ،‬دوسروں کی مدد‬
‫کرنا‪ ،‬جھوٹ نہ بولنا‪ ،‬عزت دینا‪ ،‬مہربانی کرنا)۔‬

‫ہر آداب کو حضرت محمد صلی اللہ علیہ و آلہ وسلم کی زندگی سے ایک سادہ مثال سے جوڑیں‪ ،‬تاکہ یہ سمجھایا جا سکے کہ اچھا کردار ہمارے‬
‫عمل سے ظاہر ہوتا ہے۔‬

‫مثالیں‪:‬‬

‫مہربانی‪ :‬حضرت محمد صلی اللہ علیہ و آلہ وسلم غریب لوگوں کی مدد کرتے تھے اور جانوروں کے ساتھ بھی مہربانی سے پیش آتے تھے۔‬

‫سچائی‪ :‬حضرت محمد صلی اللہ علیہ و آلہ وسلم کو " صادق " ( یعنی کہ سچا ) کہا جاتا تھا‪ ،‬کیونکہ وہ ہمیشہ سچ بولتے تھے۔‬

‫سرگرمی – "اچھے آداب کا چارٹ" (‪ 10‬منٹ)‪:‬‬ ‫‪.4‬‬

‫ہر طالب علم کو ایک سادہ چارٹ یا کاغذ کا بڑا ٹکڑا دیں۔‬ ‫‪‬‬
‫طلباء سے کہیں کہ وہ ایک اچھے آداب کی مثال لکھیں یا ڈرا کریں جو وہ اپنا سکتے ہیں‪ ،‬جیسے دوست کی مدد کرنا‪" ،‬سوری"‬
‫کہنا‪ ،‬یا والدین کے ساتھ اچھا سلوک کرنا۔‬
‫جب طلباء کام کر رہے ہوں‪ ،‬تو ان کی مدد کریں اور ان کی حوصلہ افزائی کریں۔‬ ‫‪‬‬
‫جب طلباء اپنا کام مکمل کر لیں‪ ،‬تو کچھ بچوں کو اپنے خیالات یا ڈرائنگ کلاس کے ساتھ شیئر کرنے کا موقع دیں۔‬ ‫‪‬‬

‫جائزہ اور دوبارہ وضاحت (‪ 5‬منٹ)‪:‬‬ ‫‪.5‬‬

‫سبق کا جائزہ لیں اور طلباء سے پوچھیں کہ وہ حضرت محمد صلی اللہ علیہ و آلہ وسلم کی زندگی سے کچھ اچھے آداب کے بارے میں‬ ‫‪‬‬
‫یاد رکھیں۔‬
‫پوچھیں‪" ،‬ہم آج کے دن کون سے اچھے آداب اپنا سکتے ہیں تاکہ حضرت محمد صلی اللہ علیہ و آلہ وسلم کی طرح بن سکیں؟"‬ ‫‪‬‬

‫‪85‬‬
 ‫اختتام اور دعا (‪ 5‬منٹ)‪:‬‬ ‫‪.6‬‬

‫سبق کا اختتام اس بات پر کریں کہ ہمیں حضرت محمد صلی اللہ علیہ و آلہ وسلم کی طرح مہربان‪ ،‬سچے اور عزت دینے والے بننے کی کوشش کرنی‬
‫چاہیے۔‬

‫اچھے اخالق کے حوالے سے ایک مختصر دعا سکھائیں‪:‬‬

‫اے اللہ‪ ،‬مجھے ان لوگوں میں شامل کر جو اچھے اخلاق رکھتے ہیں۔‬

‫کلاس کے ساتھ " آمین" کہہ کر دعا ختم کریں۔‬

‫تشخیص‪:‬‬

‫سرگرمی اور بحث کے دوران طلباء کا مشاہدہ کریں کہ آیا وہ اچھے آداب کی مثالیں دے سکتے ہیں اور سبق کو سمجھتے ہیں یا نہیں۔‬ ‫‪‬‬
‫طلباء کے چارٹس یا ڈرائنگز کا جائزہ لیں تاکہ یہ معلوم ہو سکے کہ آیا وہ اچھے اخلاق کی مثالوں کو سمجھ کر ان پر عمل کر سکتے‬ ‫‪‬‬
‫ہیں۔‬

‫گھر کا کام ‪:‬‬

‫طلباء سے کہیں کہ وہ گھر پر ایک اچھا کام کریں‪ ،‬جیسے والدین کی مدد کرنا یا "شکریہ" کہنا‪ ،‬اور اگلے دن کلاس میں اس کا تجربہ شیئر‬
‫کریں۔‬

‫تاثرات نگران‬

‫…………………………………………………………………………………………………‬
‫…………………………………………………………………………………………………‬
‫…………………………………………………………………………………………………‬
‫…………………………………………………………………………………………………‬
‫…………………………………………………………………………………………………‬

‫‪86‬‬
 “ Co-teaching Lesson Plans ”

Lesson Plan No : 5

Student Teacher Name : Rabia

Cooperative Teacher Name : Ma’am Tehmeena

Grad : 1 (Red)

Date : 5/November/2024

Subject : ICT

Time : 45 Minutes

Topic :

Parts Of Computer

87
Student Learning Objectives :-

1. Students will be able to identify and name the basic parts of a computer.

2. Students will understand the function of each part.

3. Students will develop their critical thinking skills through interactive activities.

Prior Knowledge :-

Students have basic knowledge of computers and have seen computers being used at home or
in school.

Materials :-

 Whiteboard, Marker
 Duster
 A computer or laptop
 A diagram of a computer
 Flashcards of computer parts
 Worksheet with pictures of computer parts

Methods of teaching :-

 Direct Instruction
 Guided Practice
 Independent Practice
 Discussion

Methodology :-

1. Introduction (5 minutes)
 Introduce the topic “Parts of a Computer” and ask students if they have seen a
computer before.
 Show students a computer or laptop and ask if they know what it is used for.
2. Direct Instruction (15 minutes)
 Show students a diagram of a computer and point out the different parts, such as:
 Monitor
88
  Keyboard
 Mouse
 CPU
 Use flashcards to reinforce student learning and provide a definition for each part.
 Use simple language to explain the function of each part.
3. _Guided Practice_ (10 minutes)
 Distribute the worksheet with pictures of computer parts and ask students to match the
pictures with the correct part.
 Circulate around the room to assist students as needed.
4. _Independent Practice_ (10 minutes)
 Provide students with a blank piece of paper and ask them to draw a picture of a
computer and label its parts.
 Encourage students to use their imagination and add other parts to their computer.
5. Conclusion (5 minutes)
 Review the parts of a computer with students and ask if they have any questions.
 Provide feedback to students on their worksheets and drawings.

Evaluation :-

 Observe students during the guided and independent practice activities to assess their
understanding.
 Review student worksheets and drawings for accuracy.

Homework :-

 Ask students to draw a picture of a computer and label its parts at home.
 Ask students to show their drawings to their parents and explain the different parts of
a computer.

89
Feedback :-

…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………

Date : 5/November/2024

Day :- Tuesday

Reflection Of Co-teaching Lesson Plan : Parts Of Computer

Reflection :-

Teaching the “Parts of a Computer” lesson to Grade 1 students was an engaging experience,
with the “Show and Tell” and matching activity proving particularly effective in helping
students identify and understand the functions of computer parts. The use of visual aids
reinforced the material well. However, time management was a challenge as the matching
activity took longer than expected, leaving the conclusion rushed, and some students required
more individual attention. In future lessons, I would improve pacing by allocating more time
to hands-on activities, use interactive tools like a whiteboard, and incorporate a quick
assessment to better gauge understanding. Despite these challenges, the lesson was successful

90
overall, and these adjustments will enhance student engagement and learning outcomes
moving forward.

“ Co-teaching Lesson Plans ”

Lesson Plan No : 6

Student Teacher Name : Rabia

Cooperative Teacher Name : Ma’am Tehmeena

Date : 5/November/ 2024

Grad : Grade 1 (Red)

Subject : Science

Unit :

Floating and Sinking

91
Student Learning Objectives :-

1. Students will be able to define what it means for an object to float or sink.

2. Students will be able to identify objects that will float or sink in water.

3. Students will be able to explain why objects float or sink.

Prior Knowledge :-

Students have basic knowledge of objects and their properties.

Methods :-

 Direct Instruction
 Guided Practice
 Independent Practice
 Experimentations

Materials :-

 A container filled with water

 Various objects, such as a ball, a rock, a piece of wood, a toy boat, a metal washer,
and a piece of Styrofoam
 Worksheet with pictures of different objects

Methodology :-

1. Introduction (5 minutes)

 Introduce the topic “Floating and Sinking” and ask students if they have ever seen
objects float or sink in water.
 Write the words “float” and “sink” on the board and ask students to share what they
think they mean.
2. Direct Instruction (10 minutes)
 Show students a few objects, such as a ball, a rock, and a piece of wood, and ask them
to predict whether each object will float or sink in water.
 Conduct a simple experiment by filling a container with water and asking students to
gently place each object into the water.

92
  Ask students to observe what happens and record their findings.
3. Guided Practice (10 minutes)
 Provide students with a set of objects, such as a toy boat, a metal washer, and a piece
of Styrofoam, and ask them to work in pairs to predict whether each object will float
or sink in water.
 Circulate around the room to assist students as needed and provide guidance.
4. Independent Practice (10 minutes)
 Provide students with a worksheet containing pictures of different objects and ask
them to identify which objects will float or sink in water.

Allow students to work independently and provide feedback as needed.

5. Conclusion (5 minutes)
 Review the objects that were tested during the experiment and ask students to share
their findings.
 Ask students to reflect on what they learned and how they can apply it in their
everyday lives.

Evaluation :-

 Observe students during the experiment and guided practice activities to assess their
understanding.
 Review student worksheets for accuracy.

Homework :-

 Ask students to find objects at home that will float or sink in water and record their
findings.
 Ask students to draw a picture of an object that will float or sink in water and write a
short sentence explaining why.

93
Feedback :-

…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………

Date : 5/November/2024

Day :- Tuesday

Reflection Of Co-teaching Lesson Plan : Floating And Sinking

Reflection :-

Today’s lesson on “Floating and Sinking” for Grade 1 students was a valuable learning
experience for me. I effectively introduced the topic and engaged students through a hands-on
experiment, but struggled with time management, leaving little time for feedback and review.
In the future, I will allocate more time for each activity and provide more opportunities for
student participation.

94
 “ Co-teaching Lesson Plans ”

Lesson Plan No : 7

Student Teacher Name : Rabia

Cooperative Teacher Name : Ma’am Tehmeena

Date : 5/ November/ 2024

Class : Grade 1 (Red)

Time : 45 Minutes

Subject : Maths

95
Unit :

Geometry

Student Learning Objectives :-

1. Students will be able to identify and name basic shapes (square, circle, triangle, rectangle).

2. Students will be able to recognize and describe the characteristics of each shape.

Methods :-

 Direct Instruction
 Guided Practice
 Independent Practice

Materials :-

 Whiteboard/Marker
 Duster
 Pictures of basic shapes
 Worksheet with pictures of shapes
 Blank paper and pencils

Methodology:-

1. Introduction (5 minutes)
 Introduce the topic “Geometry” and ask students if they know what shapes are.
 Show students a few examples of shapes and ask them to share what they know.
2. Direct Instruction (10 minutes)
 Show students pictures of basic shapes (square, circle, triangle, rectangle) and ask
them to identify each shape.
 Explain the characteristics of each shape (e.g. number of sides, number of corners).
3. Guided Practice (15 minutes)
 Provide students with a worksheet containing pictures of shapes and ask them to
identify each shape.

96
  Circulate around the room to assist students as needed.
4. Independent Practice (15 minutes)
 Provide students with a blank piece of paper and ask them to draw and label their
favorite shape.
 Allow students to work independently and provide feedback as needed.

Evaluation :-

 Observe students during the guided and independent practice activities to assess their
understanding.
 Review student worksheets and drawings for accuracy.

Homework :-

 Ask students to find objects at home that are shaped like the basic shapes learned in
class and bring them to school to share.

Feedback :-

…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………

Date : 5/November/2024

Day :- Tuesday

Reflection Of Co-teaching Lesson Plan : Geometry

97
Reflection :-

Today’s lesson on “Geometry” for Grade 1 students was a successful learning experience. I
was able to effectively introduce the topic and engage students through visual aids and
interactive activities. The students showed a good understanding of the basic shapes and were
able to identify and describe their characteristics. However, I noticed that some students
needed more support and guidance during the independent practice activity. In the future, I
will make sure to provide more scaffolding and support for students who need it.

“ Co-teaching Lesson Plans ”

Lesson Plan No : 8

Student Teacher Name : Rabia

Cooperative Teacher Name : Ma’am Tehmeena

Date : 5/November/2024

98
Time : 45 Minutes

Grade : 1 (Red)

Subject : ICT

Unit :

An Introduction to the Computer

Student Learning Objectives :-

1. Students will be able to identify the basic parts of a computer.

2. Students will understand the basic functions of a computer.

Methods :-
 Direct Instruction
 Guided Practice
 Exploration

Materials :-

 Whiteboard /Marker
 Duster
 Computer
 Worksheet with pictures of computer parts
 Picture of a computer
 Books

Methodology :-

1. Introduction (5 minutes)
 Introduce the topic “An Introduction to the Computer” and ask students if they have
seen a computer before.
 Show students a picture of a computer and ask them to share what they know.
2. Direct Instruction (15 minutes)
99
  Show students a computer and point out the basic parts, such as the monitor,
keyboard, and mouse.
 Explain the basic functions of a computer, such as playing games, watching videos,
and typing documents.
3. Guided Practice (15 minutes)
 Provide students with a worksheet containing pictures of computer parts and ask them
to identify each part.
 Circulate around the room to assist students as needed.
4. Exploration (10 minutes)
 Allow students to explore the computer and its parts in a controlled environment.
 Supervise students to ensure their safety and provide guidance as needed.

Evaluation :-

 Observe students during the guided practice and exploration activities to assess their
understanding.
 Review student worksheets for accuracy.

Homework :-

Ask students to draw a picture of a computer and label its parts at home.

Feedback :-

…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………

Date : 7/November/2024

Day :- Tuesday

100
Reflection Of Co-teaching Lesson Plan : An Introduction To The
Computer

Reflection :-

Today’s lesson on “An Introduction to the Computer” for Grade 1 students was
a great learning experience for me. I was able to effectively introduce the topic
and engage students through visual aids and interactive activities. The students
showed a good understanding of the basic parts of a computer and were able to
identify them. However, I noticed that some students were more interested in
playing with the computer than learning about its parts. In the future, I will
make sure to set clear expectations and provide more structure for the
exploration activity.

“ Co-teaching Lesson Plans ”

Lesson Plan No : 9
101
Student Teacher Name : Rabia

Cooperative Teacher Name : Ma’am Tehmeena

Date : 11/November/2024

Grade : 1 (Red)

Time : 45 Minutes

Subject : Maths

Unit :

Position

Student Learning Objectives :-

1. Students will be able to understand and use basic positional vocabulary (in, on, under,
above, beside).

2. Students will be able to identify and describe the position of objects.

Methods :-

 Direct Instruction
 Guided Practice
 Independent Practic

Materials :-

 Whiteboard/Marker
 Duster
 Books
 Flashcards with positional vocabulary
 Pictures or objects for demonstration
 Worksheet with pictures or objects
 Set of objects for independent practice

Methodology :-
102
 1. Introduction (5 minutes)
 Introduce the topic “Position” and ask students if they know what it means.
 Use flashcards with positional vocabulary (in, on, under, above, beside) and ask
students to repeat after you.
2. Direct Instruction (10 minutes)
 Show students pictures or objects and ask them to identify the position of each object
using positional vocabulary.
 Explain the meaning of each positional word and provide examples.
3. Guided Practice (15 minutes)
 Provide students with a worksheet containing pictures or objects and ask them to
identify the position of each object using positional vocabulary.
 Circulate around the room to assist students as needed.
4. Independent Practice (10 minutes)
 Provide students with a set of objects and ask them to create their own positional
vocabulary sentences (e.g. “The book is on the table.”).
 Allow students to work independently and provide feedback as needed.

Evaluation_:-

 Observe students during the guided and independent practice activities to assess their
understanding.
 Review student worksheets and sentences for accuracy.

Homework :-

 Ask students to find objects at home and describe their position using positional
vocabulary.

Feedback :-
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
………………………………………………………………………………………….

Date : 11/November/2024
103
Day :- Monday

Reflection Of Co-teaching Lesson Plan : Position

Reflection :-

Today’s lesson on “Position” for Grade 1 students was a successful learning experience. I was
able to effectively introduce the topic and engage students through visual aids and interactive
activities. The students showed a good understanding of positional vocabulary and were able
to apply it in their sentences. However, I noticed that some students struggled with using the
correct positional words. In the future, I will make sure to provide more practice and
reinforcement for students who need it.

104
 “ Co-teaching Lesson Plans ”

Lesson Plan No : 10

Student Teacher Name : Rabia

Cooperative Teacher Name : Ma’am Tehmeena

Date : 11/November/2024

Time : 45 Minutes

Grade : 1 (Red).

Subject : Picture Dictionary

Unit :

Health

Student Learning Objectives :-

1. Students will be able to understand and use vocabulary related to health.

2. Students will be able to identify and describe pictures related to health.

Methods :-

 Direct Instruction
 Guided Practice
 Independent Practice

Materials :-

 Whiteboard/Marker
 Duster
 Books
 Picture dictionary page with health-related vocabulary
 Worksheet with pictures of health-related vocabulary
 Picture dictionary pages for independent practice

105
Methodology :-

1. Introduction (5 minutes)
 Introduce the topic “Health” and ask students if they know what it means.
 Show students a picture dictionary page with health-related vocabulary.
2. Direct Instruction (10 minutes)
 Show students pictures of health-related vocabulary (e.g. doctor, nurse,
hospital, medicine) and ask them to repeat after you.
 Explain the meaning of each word and provide examples.
3. Guided Practice (15 minutes)
 Provide students with a worksheet containing pictures of health-related vocabulary
and ask them to match the pictures with the correct words.
 Circulate around the room to assist students as needed.
4. Independent Practice (10 minutes)
 Provide students with a picture dictionary page and ask them to find and circle the
health-related vocabulary words.
 Allow students to work independently and provide feedback as needed.

Evaluation :-

 Observe students during the guided and independent practice activities to assess their
understanding.
 Review student worksheets for accuracy.

Homework :-

 Ask students to find pictures of health-related vocabulary at home and bring them to
school to share.

Feedback :-

…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………

106
…………………………………………………………………………………………………
…………………………………………………………………………………………………

Date : 11/November/2024

Day :- Monday

Reflection Of Co-teaching Lesson Plan : Health

Reflection :-

The Picture Dictionary Unit on Health was a valuable learning experience for both the
students and myself as a student teacher. The unit aimed to introduce health-related
vocabulary such as “doctor,” “toothbrush,” and “exercise” using pictures and interactive
activities. Students were engaged and enthusiastic, particularly during hands-on tasks like
creating their own picture dictionaries and participating in matching games. While most
students demonstrated good retention of the vocabulary, some faced challenges due to
differing learning speeds and limited English proficiency. Additionally, time management
was a challenge, as certain activities, like drawing and coloring, took longer than planned.
Moving forward, I aim to implement differentiated instruction to better meet individual
learning needs, incorporate digital tools to make lessons more dynamic, and improve time
allocation. Overall, the unit was successful in fostering vocabulary development and received
positive feedback from students who enjoyed the creative and collaborative approach.

107
 “ Individual Lesson Plans ”

Lesson Plan No : 11

Name: Rabia

Cooperative Teacher Name: Ma’am Tehmeena

Date: 11/ November/2024

Grade: 1 (Red)

Subject: English

Time: 45 minutes

Unit :

Play

Student Learning Objectives :-

1. Students will be able to understand and use vocabulary related to play.

2. Students will be able to identify and describe pictures related to play.

Method :-

 Direct Instruction
 Guided Practice
 Independent Practice

Materials :-

108
  Whiteboard/Marker
 Duster
 Books
 Picture of children playing
 Pictures of different play activities
 Worksheet with pictures of play activities
 Picture for independent practice

Methodology :-

1. Introduction (5 minutes) :-
 Introduce the topic “Play” and ask students if they know what it means.
 Show students a picture of children playing and ask them to describe what they see.
2. Direct Instruction (10 minutes) :-
 Show students pictures of different play activities (e.g. playing with blocks, playing
with dolls, playing outside) and ask them to repeat after you.
 Explain the meaning of each vocabulary word and provide examples.
3. Guided Practice (15 minutes) :-
 Provide students with a worksheet containing pictures of play activities and ask them
to match the pictures with the correct vocabulary words.
 Circulate around the room to assist students as needed.
4. Independent Practice (10 minutes) :-
 Provide students with a picture of a play activity and ask them to write a short
sentence describing what they see.
 Allow students to work independently and provide feedback as needed.

Evaluation :-

 Observe students during the guided and independent practice activities to assess their
understanding.
 Review student worksheets and sentences for accuracy.

Homework :-

 Ask students to draw a picture of their favorite play activity and write a short sentence
describing what they are doing.

109
  Ask students to share their pictures and sentences with the class in the next lesson.

Feedback :-

…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………

Date : 11/November/2024

Day :- Monday

Reflection Of Individual Lesson Plan : Play

Reflection :-

Teaching the topic “Play” in the English class for Grade 1 students was a fun and engaging
experience. The students were highly motivated and enthusiastic throughout the lesson,
especially during the guided practice activity. The use of pictures and visual aids helped to
reinforce their understanding of the vocabulary related to play. However, I noticed that some
students struggled to match the pictures with the correct vocabulary words, indicating a need
for more practice and review. To address this challenge, I plan to provide more opportunities
for students to practice matching pictures with vocabulary words in future lessons. Overall,
this lesson was a valuable learning experience for me, and I look forward to applying the
strategies I used in this lesson to future lessons.

110
 ‫“ انفرادی ٹیچنگ ”‬

‫سبق کا منصوبہ ‪12 :‬‬

‫طالبعلم استاد کا نام ‪ :‬رابعہ‬

‫کوآپریٹو ٹیچر کا نام ‪ :‬میڈم تہمینہ‬

‫تاریخ ‪11/11/2024 :‬‬

‫مضمون‪ :‬اردو‬

‫گریڈ‪ :‬اول‬

‫دورانی‪ 45 :‬منٹ‬

‫عنوان ‪ :‬آؤ سیر کو جائیں‬

‫مقاصد سبق ‪-:‬‬

‫سبق ک اختتام پر طالبعلم‪:‬‬

‫" آؤ سیر کو جائیں" نظم کو سن اور پڑھ سکے گا۔‬ ‫‪.1‬‬

‫نظم کے الفاظ اور ان کے معنی کو سمجھ سکے گا۔‬ ‫‪.2‬‬

‫‪111‬‬
 ‫سیر سے متعلق اپنے خیالات کا اظہار کرسکے گا۔‬ ‫‪.3‬‬

‫ضروری مواد ‪-:‬‬

‫وائٹ بورڈ‪ /‬مارکر‬ ‫‪‬‬

‫ڈسٹر‬ ‫‪‬‬
‫" آؤ سیر کو جائیں" نظم کا متن (چاپ شدہ یا کتاب سے)‬ ‫‪‬‬
‫رنگین تصویریں یا فلیش کارڈز (پارک‪ ،‬درخت‪ ،‬پرندے‪ ،‬پھول)‬ ‫‪‬‬
‫کاغذ اور رنگین پنسلیں‬ ‫‪‬‬
‫نظم کا آڈیو کلپ (اگر دستیاب ہو)‬ ‫‪‬‬

‫طریق ِہ تدریس ‪:‬ـ‬

‫طریق ِہ بیانیہ‬ ‫‪‬‬

‫سوال وجواب کا طریقہ‬ ‫‪‬‬
‫عملی سرگرمیاں‬ ‫‪‬‬

‫س ب ق ک ا خ ا ک ہ‪-:‬‬

‫تعارف (‪ 5‬منٹ)‬ ‫‪.1‬‬

‫طالبعلم کو خوش آمدید کہیں اور بات چیت کا آغاز کریں‪:‬‬ ‫‪‬‬
‫"تم نے آخری بار کہاں سیر کی؟"‬ ‫‪‬‬
‫"سیر پر جانا کیوں اچھا لگتا ہے؟"‬ ‫‪‬‬
‫آج کے موضوع کی وضاحت کریں‪" :‬ہم ایک نظم پڑھیں گے جس کا نام ہے ' آؤ سیر کو جائیں'۔"‬ ‫‪‬‬
‫نظم کا تعارف اور مطالعہ (‪ 10‬منٹ)‬ ‫‪.2‬‬
‫نظم کو خوش الحانی سے پڑھیں یا آڈیو کلپ سنائیں۔‬ ‫‪‬‬
‫نظم کے ہر مصرعے کو آہستہ سے پڑھیں اور طالبعلم سے دہرانے کو کہیں۔‬ ‫‪‬‬
‫اہم الفاظ ( سیر‪ ،‬درخت‪ ،‬پرندے‪ ،‬خوشبو) کو نمایاں کریں اور تصویروں کے ذریعے ان کے معنی بتائیں۔‬ ‫‪‬‬
‫نظم کی وضاحت اور سواالت (‪ 10‬منٹ)‬ ‫‪.3‬‬
‫نظم کے مندرجات پر گفتگو کریں‪:‬‬ ‫‪‬‬
‫"نظم میں کون کون سی چیزوں کا ذکر ہے؟"‬ ‫‪‬‬
‫"سیر پر جانے سے کیا فائدہ ہوتا ہے؟"‬ ‫‪‬‬
‫طالبعلم سے سوال کریں تاکہ وہ نظم کو بہتر سمجھ سکے۔‬ ‫‪‬‬
‫تخلیقی سرگرمی (‪ 10‬منٹ)‬ ‫‪.4‬‬
‫طالبعلم سے کہیں کہ وہ سیر کے دوران دیکھی جانے والی اپنی پسندیدہ چیز کی تصویر بنائے (مثل ًا درخت یا پھول)۔‬ ‫‪‬‬
‫تصویر کے بارے میں دو جملے کہنے کو کہیں‪ ،‬جیسے‪:‬‬ ‫‪‬‬
‫‪112‬‬
 ‫"مجھے درخت پسند ہیں کیونکہ یہ سایہ دیتے ہیں۔"‬ ‫‪‬‬
‫خالصہ اور اختتام (‪ 5‬منٹ)‬ ‫‪.5‬‬
‫نظم کے اہم نکات کو دہرانے کے لیے طالبعلم سے کہیں۔‬ ‫‪‬‬
‫طالبعلم سے نظم کے سب سے پسندیدہ حصہ کے بارے میں سوال کریں ۔‬ ‫‪‬‬
‫جائز ‪-:‬‬
‫طالبعلم کی شرکت کا مشاہدہ کریں‪ ،‬خاص طور پر‪:‬‬ ‫‪‬‬
‫الفاظ کو صحیح طور پر دہرانا۔‬ ‫‪‬‬
‫نظم کے مواد کو سمجھنا۔‬ ‫‪‬‬
‫تخلیقی سرگرمی میں شرکت اور اپنی خیالات کا اظہار ۔‬ ‫‪‬‬

‫گھر کا کام دیں‪-:‬‬

‫اپنے گھر کے قریب کسی خوبصورت جگہ کے بارے میں دو جملے لکھیں (مثل ًا پارک‪ ،‬باغ‪ ،‬یا گلی)۔‬ ‫‪‬‬
‫" آؤ سیر کو جائیں" نظم کے پسندیدہ حصہ کو یاد کریں اور اگلے سبق میں سنائیں۔‬ ‫‪‬‬
‫سیر کے دوران دیکھی گئی ایک چیز کی تصویر بنائیں یا اس کے بارے میں اپنے الفاظ میں لکھنے کی کوشش کریں۔‬ ‫‪‬‬

‫تاثرات نگران‬

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‫‪113‬‬
 “ Individual Lesson Plans ”

Lesson Plan No : 13

Student Teacher Name : Rabia

Cooperative Teacher Name : Ma’am Tehmeena

Grad : 1 (Red)

Date : 12/November/2024

Time : 45 Minutes

Subject : Math

Unit :

Shapes

Lesson Objectives :-

By the end of the lesson, the student will:

 Identify basic shapes (circle, square, triangle, rectangle).

 Understand the properties of shapes (e.g., number of sides and corners).
 Sort objects based on their shapes.
 Draw and create a picture using different shapes.

114
Materials Needed :-

 Whiteboard/Marker
 Duster
 Books
 Flashcards with shapes (circle, square, triangle, rectangle).
 Real-life objects (e.g., a ball for a circle, a book for a rectangle).
 Shape cutouts (made from colored paper).
 Drawing paper and crayons.

Methods of teaching :-

 Demonstration: Use flashcards and real-life objects to visually demonstrate shapes

and their properties.
 Question and Answer: Engage the student by asking questions to check
understanding (e.g., “What shape is this?”).
 Hands-On Activity: Allow the student to physically sort objects and trace shapes to
reinforce learning.
 Guided Practice: Support the student in creating sentences and completing tasks,
providing feedback when needed.
 Creative Learning: Encourage the student to draw and create a picture using
different shapes, fostering creativity.

Methodology :-

1. Introduction (5 minutes)
 Greet the student warmly and start a conversation:
 “Can you name things around you that look like a circle or a square?”
 Briefly explain the topic: “Today, we will learn about shapes and how they are all
around us!”
2. Shape Identification (10 minutes)
 Demonstration: Show flashcards of the four basic shapes (circle, square, triangle,
rectangle).
 For each shape, ask:

“What is this shape called?”

115
“How many sides and corners does it have?”

 Relate shapes to real-life objects (e.g., “A pizza looks like a circle”).

 Encourage the student to trace each shape using their finger on the flashcard.
3. Sorting Shapes (10 minutes)
 Hands-On Activity: Show the student a collection of real-life objects or cutouts.
 Ask them to sort the objects into groups based on their shape (e.g., all circles
together).
 Provide hints if needed, like, “Find all the shapes with no corners.”
4. Drawing and Creating with Shapes (15 minutes)
 Creative Learning: Give the student paper and crayons.
 Ask them to draw a picture (e.g., a house, car, or robot) using different shapes.
 Example: A triangle for the roof, squares for windows, and rectangles for doors.
 Discuss their drawing and ask:

“Which shapes did you use the most?”

“Can you name each shape in your picture?”

5. Wrap-Up (5 minutes)
 Question and Answer: Recap the shapes learned and ask the student to identify shapes
around them (e.g., table, clock).
 Praise their efforts and encourage them to look for shapes at home or outside.

Assessment :-

 Observe the student’s ability to:

 Identify and name shapes.
 Explain shape properties (sides and corners).
 Sort and create using shapes.

Homework :-

 Draw and color any two objects using shapes (e.g., a tree or a kite).
 Write the names of the shapes used in the drawing.
 Find and list three objects at home for each shape (circle, square, triangle, rectangal ).

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Feedback :-

…………………………………………………………………………………………………
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…………………………………………………………………………………………………

Date : 12/November/2024

Day :- Tuesday

Reflection of Individual Lesson Plan : Shapes

Reflection :-

As a student teacher, I found the shapes lesson effective and engaging. The student actively
identified shapes, sorted objects, and applied knowledge creatively through drawing. Relating
shapes to real-life objects worked well, though explaining properties like sides and corners
required adjustments, such as tracing and examples. The drawing activity boosted confidence
and reinforced learning. This experience highlighted the importance of flexibility and
interactive methods, and I plan to use more hands-on tools in future lessons.

117
 ‫“ انفرادی ٹیچنگ ”‬

‫سبق کا منصوبہ ‪14 :‬‬

‫طالبعلم استاد کا نام ‪ :‬رابعہ‬

‫کوآپریٹو ٹیچر کا نام ‪ :‬میڈم تہمینہ‬

‫جماعت ‪ :‬اول‬

‫تاریخ ‪12/11/2024 :‬‬

‫وقت ‪ 45 :‬منٹس‬

‫مضمون ‪ :‬اسلامیات‬

‫عنوان ‪ :‬سلام کرنا‬

‫‪118‬‬
 ‫تدریسی مقاصد‬

‫"السلام علیکم" کا مطلب اور اہمیت سمجھ سکیں گے۔‬ ‫‪‬‬

‫مکمل اسلامی سلام اور اس کا جواب یاد کریں گے۔‬ ‫‪‬‬
‫سلام کرنے کا درست طریقہ عملی طور پر دکھا سکیں گے۔‬ ‫‪‬‬
‫روزمرہ زندگی میں سلام کے استعمال کی مشق کریں گے۔‬ ‫‪‬‬

‫ضروری مواد‪-:‬‬

‫وائٹ بورڈ اور مارکر‬ ‫‪‬‬

‫کارڈز جن پر "السلام علیکم" اور "وعلیکم السلام" اردو اور انگریزی میں لکھا ہو‬ ‫‪‬‬
‫لوگوں کے سلام کرنے کی تصاویر‬ ‫‪‬‬
‫انعامی اسٹیکرز‬ ‫‪‬‬

‫طریق@ تدریس‬

‫طریق ِہ بیانیہ‬ ‫‪‬‬

‫سوال وجواب کا طریقہ‬ ‫‪‬‬
‫عملی مظاہرہ‬ ‫‪‬‬
‫کردار ادا کرنا‬ ‫‪‬‬

‫س ب ق ک ا خ ا ک ہ‪-:‬‬

‫تعارف (‪ 10‬منٹ)‬ ‫‪.1‬‬

‫آغاز‪:‬‬ ‫‪‬‬
‫طلبہ کو "السلام علیکم" کہہ کر کلاس کا آغاز کریں اور ان سے جواب دینے کو کہیں۔‬ ‫‪‬‬
‫پوچھیں کہ وہ "السلام علیکم" کا مطلب اور اس کی اہمیت جانتے ہیں یا نہیں۔‬ ‫‪‬‬
‫بحث‪:‬‬ ‫‪‬‬
‫وضاحت کریں کہ "السلام علیکم" کا مطلب ہے " آپ پر سلامتی ہو۔"‬ ‫‪‬‬
‫بتائیں کہ یہ نبی کریم ﷺ کی سنت ہے۔‬ ‫‪‬‬
‫جواب سکھائیں‪" :‬وعلیکم السلام" یعنی "اور آپ پر بھی سلامتی ہو۔"‬ ‫‪‬‬
‫وضاحت (‪ 10‬منٹ)‬ ‫‪.2‬‬
‫وائٹ بورڈ پر "السلام علیکم" اور "وعلیکم السلام" لکھیں۔‬ ‫‪‬‬
‫الفاظ کو توڑ کر تلفظ کی مشق کروائیں۔‬ ‫‪‬‬
‫سمجھائیں کہ سلام سے محبت‪ ،‬امن اور دوستی پھیلتی ہے۔‬ ‫‪‬‬

‫‪119‬‬
 ‫عملی مظاہرہ (‪ 5‬منٹ)‬ ‫‪.3‬‬
‫سلام کرنے اور جواب دینے کا منظر عملی طور پر دکھائیں۔‬ ‫‪‬‬
‫دو طلبہ کو آگے بلا کر سلام کی مشق کروائیں۔‬ ‫‪‬‬
‫مشق (‪ 10‬منٹ)‬ ‫‪.4‬‬
‫جوڑوں کی سرگرمی‪:‬‬ ‫‪‬‬
‫طلبہ کو جوڑوں میں تقسیم کریں اور ایک دوسرے کو سلام کرنے کی مشق کروائیں۔‬ ‫‪‬‬
‫کردار ادا کرنا‪:‬‬ ‫‪‬‬
‫مختلف حالات جیسے دوستوں سے ملنا‪ ،‬کمرے میں داخل ہونا‪ ،‬یا استاد سے ملنا پر سلام کی مشق کروائیں۔‬ ‫‪‬‬
‫جائزہ اور رائے (‪ 5‬منٹ)‬ ‫‪.5‬‬
‫طلبہ کے تلفظ اور انداز کا مشاہدہ کریں۔‬ ‫‪‬‬
‫انفرادی رائے دیں اور سلام کو روزمرہ زندگی میں اپنانے کی حوصلہ افزائی کریں۔‬ ‫‪‬‬
‫اختتام (‪ 5‬منٹ)‬ ‫‪.6‬‬
‫سلام کی اہمیت کو دوبارہ دہرائیں۔‬ ‫‪‬‬
‫طلبہ سے پوچھیں کہ وہ سلام کب اور کہاں کریں گے۔‬ ‫‪‬‬
‫کلاس کا اختتام "السلام علیکم" کہہ کر کریں اور طلبہ سے جواب دلائیں۔‬ ‫‪‬‬

‫گھر کا کام‪-:‬‬

‫اپنے گھر کے افراد کو سلام کریں اور ان کے جوابات نوٹ کریں۔‬ ‫‪‬‬
‫دو لوگوں کے سلام کرنے کی تصویر بنائیں اور نیچے "السلام علیکم" اور "وعلیکم السلام" لکھیں‪.‬‬ ‫‪‬‬

‫تاثرات نگران ‪:‬‬

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‫‪120‬‬
 “ Individual Lesson Plan ”

Lesson Plan No : 15

Student Teacher Name : Rabia

Cooperative Teacher Name : Ma’am Tehmeena

Grad : 1 (Red)

Date : 12/ November/2024

Time : 45 Minutes

Subject : ICT

Unit :-

121
 Using a graphics Application

Lesson Objectives :-

By the end of this lesson, students will be able to:

 Identify basic tools of a graphics application (e.g., Paint or similar).

 Create a simple drawing using shapes and colors.
 Save their work in the application.

Materials Required :-

 Whiteboard/Marker
 Duster
 Books
 Computers/laptops with a graphics application installed (e.g., Microsoft Paint or a
similar tool).
 Projector or interactive whiteboard for demonstration.
 Pre-designed simple graphics examples for inspiration.
 Worksheet for assessment.

Teaching Methods :-

 Lecture and Explanation

 Demonstration
 Interactive Learning
 Guided Practice
 Peer Learning
 Visual Aids
 Feedback and Encouragement

Methodology :-

1. Introduction (10 minutes)

Warm-up Discussion:
 Ask students if they like drawing and coloring.

122
  Briefly introduce the graphics application and explain that it is a tool for creating
digital drawings.

Objective Sharing:

 Inform students that they will learn how to use basic tools in the application to make
their own drawing.
2. Demonstration (15 minutes)

Explaining the Interface:

 Open the graphics application on the projector or whiteboard.

Show the main tools:

 Pencil Tool
 Shapes Tool (circle, square, etc.)
 Fill Color Tool
 Eraser Tool

Step-by-Step Guide:

 Draw a simple house or a flower using shapes and colors.

 Demonstrate how to save the file.
3. Guided Practice (15 minutes)

Activity:

 Allow students to open the graphics application on their computers.

 Ask them to create a simple drawing (e.g., a sun, tree, or a smiley face).
 Guide them as they use shapes, add colors, and correct mistakes using the eraser.

Individual Assistance:

 Move around the room to help students who need assistance with the tools.
4. Conclusion (5 minutes)

Sharing and Feedback:

 Ask a few students to share their drawings with the class.

 Provide positive feedback and encourage creativity.

123
Wrap-up:

 Recap the tools used and the steps to save a drawing.

 Encourage students to practice drawing at home using the application.

Assessment :-

 Observe students during the activity to ensure they can:

 Identify and use basic tools.
 Create a simple drawing.
 Save their work correctly.

Homework :-

 Create a digital drawing of their favorite animal or toy using the graphics application.
 Save the drawing and share it in the next class.

Feedback :-

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Date : 12/November/2024

Day :- Tuesday

Reflection Of Individual Lesson Plan :

Using A Graphics Application

124
Reflection :-

As a student teacher, delivering the lesson on Using a Graphics Application for grade 1
students was a valuable and enlightening experience. The lesson successfully introduced
students to basic tools in the application and allowed them to create simple digital drawings.
The use of a projector for demonstration captured their attention and made it easier to explain
the tools. Hands-on practice was particularly effective, as it gave students an opportunity to
apply what they had learned and express their creativity. Many students displayed enthusiasm
and curiosity, especially when using shapes and colors, making the session engaging and
enjoyable. This experience taught me the importance of flexibility, patience, and adapting to
the needs of young learners. Positive reinforcement proved effective in building confidence
and encouraging creativity among students. In the future, I plan to allocate more time for
hands-on activities, incorporate peer learning by pairing faster learners with those who need
assistance, and include a pre-lesson activity to familiarize students with basic computer skills.
Overall, the lesson was a rewarding experience that met its objectives and created a
supportive and inclusive learning environment.

“ Individual Lesson Plans ”

Lesson Plan No : 16

Student Teacher Name : Rabia

Cooperative Teacher Name : Ma’am Tehmeena

125
Date : 12/November/2024

Time : 45 Minutes

Grad : 1 (Red)

Subject : Science

Unit :-

Electricity

Lesson Objectives :-

By the end of the lesson, students will be able to:

 Identify basic sources of electricity (e.g., batteries, power outlets).

 Understand the purpose and use of electricity in everyday life.
 Learn basic safety rules for handling electricity.

Materials Required :-

 Whiteboard/Marker
 Duster
 Flashlight with batteries
 Pictures of electrical devices (e.g., TV, fan, lightbulb)
 Safety rule chart
 A simple circuit kit (bulb, wire, and battery)
 Books

Teaching Methods :-

 Lecture and Explanation: To introduce electricity and its uses.

 Demonstration: To show practical examples like how a flashlight works.
 Interactive Discussion: To connect students’ daily experiences with electricity.
 Visual Aids: To use pictures for better understanding.
 Hands-on Activity: To assemble a simple circuit to engage students.
 Question and Answer: To encourage critical thinking and ensure understanding.

126
Methodology :-

1. Introduction (10 minutes)

Engage Students:

 Ask: “What happens when you turn on a light or TV?”

 Discuss common devices that use electricity.

Objective Sharing:

 Explain that today’s lesson will explore what electricity is, its uses, and how to stay
safe.
2. Explanation and Demonstration (15 minutes)

Explain Electricity:

 Describe electricity as energy used to power devices.

 Show pictures of electrical devices and discuss their uses.

Demonstration:

 Use a flashlight to show how batteries provide electricity to make light.

 Introduce the simple circuit kit and explain its parts: battery, wire, and bulb.
 Demonstrate how connecting these creates a working circuit that lights the bulb.
3. Hands-On Activity (10 minutes)

Activity:

 Guide students to create a simple circuit using the kit.

 Encourage them to connect the wires and see the bulb light up.
 Discuss what happens when the circuit is incomplete.
4. Safety Rules (5 minutes)

Discuss Safety:

 Introduce basic rules like not touching electrical outlets, avoiding water near electrical
devices, and asking adults for help.

Visual Aid:

 Display a safety rules chart and review it with students.

127
 5. Conclusion (5 minutes)

Recap:

 Review the sources, uses, and safety rules of electricity.

 Ask students questions to check understanding, like “Why is it important to stay safe
around electricity?”

Wrap-Up:

 Encourage students to observe electrical devices at home and think about how they
work.

Assessment :-

 Observe participation during the hands-on activity.

 Ask questions during the lesson to gauge understanding.
 Evaluate the homework for comprehension of the concepts taught.

Homework :-

 Draw and label three devices at home that use electricity.

 Write one safety rule about electricity and share it in the next class.

Feedback :-

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Date : 12/November/2024

128
Day :- Tuesday

Reflection Of Individual Lesson Plan : Electricity

Reflection :-

As a student teacher, delivering the lesson on electricity to grade 1 students was a fulfilling
and enlightening experience. The lesson effectively combined visuals, discussions, and
hands-on activities to engage the students and make the concept relatable. The flashlight
demonstration and simple circuit assembly were highlights of the lesson, as they allowed
students to see electricity in action. Many students were excited and actively participated in
the circuit activity, though a few required extra guidance, which slightly affected time
management. The safety rules discussion was also well-received, with students
enthusiastically sharing their own ideas about staying safe. This experience taught me the
value of clear instructions, interactive teaching methods, and flexibility to accommodate
varying skill levels. In the future, I will allocate more time for practical tasks and provide
additional support materials to ensure all students can succeed. Overall, the lesson achieved
its objectives and fostered curiosity and excitement about electricity.

129