Task 3
Table 4: Reframing Behavioral 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
child
General behavioural
characteristics
Reframed
Anna
She always knocks over other
childrens constructions or
tries to destroy other childrens
art work
She may want to join in
with other childrens
play but may not know
how to ask
She may be frustrated
because she does not
know how to play with
the materials or
complete her own art
project
He may feel boring
from the lesson, or he
does not like the
school.
Muhemme
d
He always moves from his
place to another location, and
he does not participate or
interact with the teacher.
Yousif
He always moves from his
location to another place, and
he copies the student's
movements.
Maybe to feel that he
strong and he can do
something that the
other student can not
do it.
Suggestions to
help improve
behaviour?
We make him do many
things to assist his
teacher like, make him
to distribute the papers
or the worksheet.
We get him busy or
active for doing
something relate it to
the lesson and assist
his teacher in the
classroom.
Reframe these behavioral characteristics and suggestions for improvements.
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
found in the preschool
classroom:
Cubes
Mathematics Skill / Concept that can be developed
with it.
Counting, calculating including more / less than;
addition, subtraction
Exploring on possible activities to develop
mathematical skills and concepts using these
materials
Describe how this activity will be conducted using
these resources
Numbers as Labels and for Counting:
They work Individually
Calculating (write the numbers on the board
and they solve the equations)
Shape, space and measures:
Foam shapes of
various sizes, shapes,
colours
(Attribute Blocks)
Counting
Comparing size bigger / smaller
Tessellation (fitting shapes together)
Identifying shapes in the environment and making
shape pictures
Naming shapes: circle, square, rectangle, hexagon
Numbers as Labels and for Counting:
Calculating.
Shape, space, measures, and color
Naming colours: red, blue, yellow
learners work Individually
I ask the students some questions such as, what is
the name of this shape? What is the color of this
shape?
Color, cut, and paste
the shapes on the
plate
(make a pizza)
Numbers as Labels and for Counting:
Counting, calculating including more / less than;
Calculating.
Naming shapes: circle, square, rectangle, hexagon
Shape, color
Naming colours: red, blue, yellow
students work Individually
I ask them some questions like, what is this color?
What is this shape? What is your favorite color?
iPad
Solving some equations
Numbers as Labels and for Counting:
Choosing the correct answer (name of the shape or
vice versa)
Calculating.
shapes
pupils work Individually
I give to them a hint (assist them)
Pegboard
shapes
Making the shapes
They work Individually
I ask some question such as, what is this shape?
What is your favorite color?
Mactching
Numbers
Matching the number with the picture
learners work Individually
Patterning
Complete the correct pattern
Shapes, color
Patterning
Complete the missing
color
Matching the toys with the picture and the color
(one to one
correspondance)
Put the cubes in the cups according to the number
that was written on the cups.
numbers