5.2, 5.3 and 5.4
During a numeracy learning activity on o’clock times, I noticed that a child was very distracted. She lacks confidence in her own ability and always asks for help, as ‘she can’t do it’. She also tends to distract the children in the rest of the group too, by being disruptive.
We had plenty of teaching staff and support staff in to help this particular day, so I thought it may be a good idea to take her out of the classroom and give her some individual support away from the rest of the group.
I went around the table and instructed each child of their task and if they understood or if they were having any difficulties or whether they were happy to carry on without me. I then informed them that I would be outside the classroom and that the assistant would be able to help if they needed her.
I then took the child outside the classroom and explained the task to her and what I expected her to do with the aid of practise clocks and demonstrations and examples from me.
5.2 and 5.4
Upon completion of the task, I then provided constructive feedback to the class teacher, and feedback on her participation and progress. I explained that the child was:
·Very pleased to be given individual support and was positively responsive to the support (smiled, listened intently, and produced the work expected through understanding) ·After a couple of examples was able to achieve the objective of drawing on the hands onto the clock face on the task sheet given ·Succeeded in progressing in the learning activity
·Went back into the classroom with a big proud smile as she had enjoyed the task and benefited from the support.
I informed the teacher that she responded well to reassurance and lots of positive praise and was very happy to receive a sticker after the task. I explained that she had completed the given learning activity objective. I gave constructive feedback that she...