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Task 1c : School – Based Experience ( SBE)

Dr. Damian Bebell of Boston College and Dr. Steven Stemler of Wesleyan University have
developed a model for thinking about school purpose that they call the MIA Model that is M
for Mission, I for Implementation and A for Assessment.In short, this model states that schools
should be in charge of defining for themselves what they believe their core purpose to be and
proceed with activities to educate the children. This is why schools are called institution for
educating children. When the students can experience an educational learning environment,
same goes to the teachers who need experience of educational teaching environment
especially the trainee teachers and this is exact reason on why the school based experience
was introduced by our ministry of education. It is an early exposure to school’s situation before
students from faculty of education go for their practicum.

As for me, I have carried out my school based experience in SJK (T) Bandar Springhill at Port
Dickson which follows the 21st century teaching and learning environment. I have done my
observation on an English teacher who’s Miss Punitha who has been working in that school
for quite a long time. She teaches English for year 5. Her learning objective was understand
and use conjunction Although correctly to construct sentences. She chose some of the
students from the class to do a sketch in front of the class as the set induction. The students
who was chosen did a sketch regarding ‘Bully’ and the students manage to guess the topic as
well. She then interconnected the topic with the grammar rule that they are about to learn on
that day.

As for the stage of presentation the teacher start off the lesson by explaining about the use of
the conjunctions Although, But and However. She has used her slides to explain the
conjunctions by using the sample sentences from the textbook. The children read aloud the
sentences and at the same time the teacher corrects their pronunciations. After the reading
process the teacher explains again the use of conjunctions in the sample sentences and she
took note of children’s vocab too. She asked the students to give meanings for the bombastic
words which was used in the sample sentences.

The next stage was the practise stage in which the teacher projects some sentences which
have some blank spaces to be filled up with the correct conjunctions. It was quite surprising
to see that the students were not using their books instead they used their very own small
sized white boards which each and every one of the class had it with them. The students write
the sentences on the whiteboard with the correct conjunction and erase the sentence once
the question has been discussed by the teacher. This prevents confusion among them in the
rule of conjunctions.
The lesson was continued by the teacher by conducting a role play session in the production
stage. The students were divided into groups of 4 and each group was asked to construct a
situation by using the conjunctions before they present the role play in front of the class. This
activity helps the students to build self-confidents and leadership as well. Even when the
students were doing their role play they still able to correct their friend’s language and help
them to complete the task which was given.

The teacher end her class by recalling the conjunctions which they had learned on that day.