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Task 3: Table 4: Reframing Behavioral Characteristics

The document discusses strategies for improving students' behavioral characteristics and developing mathematical skills in the classroom. It provides examples of three students - Mahra, Khalfan, and Roqaya - and suggests reframing their behaviors and the root causes. It also lists mathematical resources like cubes, wooden shapes, and colored shapes that can be used to teach skills like counting, comparing, patterns, and basic operations. Examples of activities are provided like using cubes to build structures and sort by color. Finally, it describes a picture graph math activity where students in groups answered questions about colored fish using the provided resource poster.

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45 views

Task 3: Table 4: Reframing Behavioral Characteristics

The document discusses strategies for improving students' behavioral characteristics and developing mathematical skills in the classroom. It provides examples of three students - Mahra, Khalfan, and Roqaya - and suggests reframing their behaviors and the root causes. It also lists mathematical resources like cubes, wooden shapes, and colored shapes that can be used to teach skills like counting, comparing, patterns, and basic operations. Examples of activities are provided like using cubes to build structures and sort by color. Finally, it describes a picture graph math activity where students in groups answered questions about colored fish using the provided resource poster.

Uploaded by

api-295499931
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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TASK 3

Table 4: reframing behavioral characteristics:


Name of child
1. Mahra

2. Khalfan

3. Roqaya

General
behavioral
characteristics
She always
moves from her
place and
disturb her
partner and talk
with him

Reframed
- She may feel
bored and wants
to play.

- Maybe she
wants someone
to listen to her.
He is quite and
- He may feels
doesnt
uncomfortable
participate in the because he
class activities.
thinks that other
He also doesnt
students better
read while
than him.
others are
reading together. - Maybe he is not
listening to the
teacher and
thinking of some
thing else
She always cry if - Maybe she
she didnt know
wants to be
how to solve a
perfect and not
math equation.
having a mistake

Suggestions to
help improve
behavior?
- If she kept
doing this, the
teacher should
change her
place and bring
her in front of
the classroom.
- Maybe asking
him questions
will help him to
focus.
- The teacher
should explain
him the
instructions
clearly.
- Encourage and
tell her that she
can do it. And if
she didnt know,
the teacher
should tell her
that we all make
mistakes so it is
okay.

Table 6: mathematical recourses in the classroom:

Mathematical
recourses

1. Cubes

Mathematical
skills/concepts that
can be developed
with it

Exploring on possible
activities to develop
mathematical skills and
concepts using these
materials

Learning how to count.

Asking the students to create


a building of 6 cubes.

Comparing sizes
(bigger-smaller).
Sorting according to
colors.

Classify the cubes according


to their colors.
Asking the students to use
the cubes to create patterns.

Measuring length.
Addition and
subtraction.

2. Wooden Shapes
with various sizes,
shapes and colors

Counting
Ordering, creating
patterns
Naming shapes and
colors

Showing the students the


shapes to name the shape
and the color.
Giving each group of students
the shapes to create a
pattern.

Comparing sizes
(bigger- smaller)

3. Various colors and


shapes

Comparing sizes and


colors.
Counting, calculating
(including more/less
than)
Addition, subtraction
Classify
Creating patterns

Giving students different


shapes and they classify
them according to their
colors
Counting the numbers shapes
of each color.

Math concepts covered throughout the year:


-

Counting
One to one correspondence
Addition and subtraction
Comparing

Complete a math activity with a group of


children:
Picture graphs:

- What recourses did they use?


They used a poster that has pictures of 3
fishes (orange fish, blue fish, pink fish). They
answered the questions underneath the
picture graph (three groups of students).
- How did the children learn?
They learned by counting the fishes and rereading the questions to answer.
- Did they work individually, in pairs or
groups?
They worked in three groups.
- What did you do?

I read
the

questions for them and helped them to


answer the questions.

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