Day 3 Tasks

7/3/2017

Reframing behavioural characteristics:

Discuss the general behavioural characteristics of all the children in

your class with the class teacher
Record these in table form (see table 4)

Mathematical Resources in the classroom:

This week you will also look at maths in the classroom

If your class does not have math lessons talk to your teacher and try to
find out what math concepts are taught (table 6)
Find out the main math concepts covered in your year group. Write
down a list of the concepts covered throughout the year. (For example
patterning, fractions)
Find all the math resources in your classroom and take photographs of
them
Label all the photographs of the resources. The labels must include the
name of the resource and what math concepts it is used to teach
Complete a math activity with a group of children. Take photographs
(or a video).
Explain what concept the children worked on
- What resources did they use?
- How did the children learn?
- Did they work individually, in pairs or as a group?
- What did you do?
Table 4: Reframing Behavioural Characteristics

Discuss the general behavioural characteristics of all the children in your class
with the class teacher and record these in table form. E.g. Table 4 below.

Table 3: Example Reframing Behavioural Characteristics Record Sheet

Name of General behavioural Reframed Suggestions to
child characteristics help improve
behaviour?
1 Anna She always knocks over other She may want to join in
childrens constructions or tries with other childrens
to destroy other childrens art play but may not know
work how to ask

She may be frustrated

because she does not
know how to play with
the materials or
complete her own art
project
2 Majid He always make noise in class He may want to grap Give him the attention
the teacher attention to he want before he start
him, because he love to to do noise in class.
be noted by her.
3 Ayaan Whenever he like a game that He may want to play Create a necklace with
someone playing with, first he the game from the card on it for each
pretend to help that person in beginnig but he feel shy activity so that no one
playing then he destroy the to ask to play from the can interupt the one
game so that he can start the beginning again so he who is playing till he
game from the beginning tend to destry the game finish and then the
again. and then play by other one who want to
himself. play wait for his turn
and then play.
4 Laila Whenever they do an activity, She may dont like it I think the best solution
she dont like sharing colors or when they take for this is by making
eraser with any other child. something from her and them bring their own
then they dont return it colors and pencile case
back, so she keep on with them so that
hiding tit from them and problems like this wont
when ask for it she happen.
dont answer as if she Or to put her in a group
dont hear them. with her friends
because she dont mind
sharing it with them.
5
6
7
8
9
10

Reframe these behavioural characteristics and suggestions for improvements.

These behavioral characteristics that the children do are normal to their age group
they just need to be guided on how to behave in a good way. And the teacher need
to be patient with them.
 Table 6: Mathematical resources in the Classroom

Discuss possibilities for implementing activities using these resources with your peer

List of resources that target specific mathematical skills and concepts in the school

Mathematical Resources Mathematics Skill / Concept that can be developed Exploring on possible activities to develop
found in the preschool with it. mathematical skills and concepts using these
classroom: materials

Unifix cubes Counting, calculating numbers by using the cubes Describe how this activity will be conducted using
these resources

Sorting, putting according to colors.

Numbers as Labels and for Counting:

I will let the students use it to learn how to

Measuring the length of the shape that want to be count by putting one cube and saying one
measured and counting in the same time. putting the second and saying two putting the
third and saying three and so on..

Calculating

By putting two parts each with some of cubes

and then adding the parts to find the whole
number.

Shape, space and measures:

Giving them different pictures and ask them to

measure the size.

Number cards and Numbers as Labels and for Counting

animals.
Counting, from 1 to 10. Calculating:

Parts and wholes, by choosing one big number and Calculating the numbers and putting the
finding the two (small numbers) that make the whole shapes on them
(big numer).

Foam shapes of Numbers as Labels and for Counting:

various sizes, shapes,
colours Counting Calculating:

Calculating how many triangles we have how

(Attribute Blocks)
many circles we have how many squares we
Comparing the sizes which one is bigger and which
 one is small. have and so on..

Matching with the shape on the picture. Shape, space and measures:

Classifying triangles together, squares together, Classifying triangles together, squares

circles together and so on.. together, circles together and so on..

Numbers as Labels and for Counting:

Building blocks Comparing the sizes which one is bigger and which Calculating
different sizes and one is small.
Calculating how many bulding blocks needed
colors.
Matching with the shape on the picture. for the activity.

Classifying triangles together, squares together, Shape, space and measures:

circles together and so on..
Classifying big sizes together and small sizes
Classifying according to colors. together.