Task 3

Task 3Table 4: Reframing Behavioral Characteristics
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
He always disobedience a
teacher and ignore her
when he was speaking
with him.
She may be
frustrated because
she does not know
how to play with
the materials or
complete her own
art project
He may want to
show his syelf
infront of
classmate.
DK
He dosesn't respect a
teacher.
Dwod
Fatima
He biting his friend and

when the teacher asks
him he sharpening.
He doesnot sharage a
meterails with his frenids.
And he hut them if they
ask to take mateaials.
She excessive restroom

breaks.
Teacher take him

to prenciple always
for punish.
Maybe he selfish.
Suggestions to
help improve
behaviour?
Sat with DK and

discuss with his why
you misbehave?
reward system that
will engage DK to by
good to get a happy
face or stare.
He wants every
thing for his.
Punish dwod by
dont let him play or
do activity if he didnt
share.
Maybe she get

bord in the class.
Motivate him by
given star if he is
sharing.
Let a facility go with
her.
She may want ti

play outside play
area
5
Sultan
He wandrening in the
class while teacher speak.
He is hyperactive.
Eat chocolate in
the morning.
Give him a more

activity to be busy
and use his energy
in a right way.
Ahmed
He sleeping at the class.
He dident sleep
eraly.
Meeting her mother

to solve this
behavior.
7
8
9
10
Reframe these behavioural characteristics and suggestions for improvements.

I thank that teacher should repeat
rules of a believer every morning that
will assist children to remember.
In my view, the teacher must engage them by the

reward system, for example, boys with a good believer
at the end of the day teacher will put stars in their name
other ways if they do misbehaver during a day she takes
one star from their name. So, children will try to
discipline to get stars.
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:
Mathematics Skill / Concept that can be

developed with it.
Unifix cubes
1-Comparing between a color red, yellow and

blue.
Compering: by putting all with orange colors

together as you see in the picture.
2-Patterns according to a color next to each

other.
An example of pattern put red yellow and

blue again red yellow and blue.
1-Ordering and patterning- children try to

organize a color button as a patterning.
Ordering and patterning, for example, the

copy a color that mentions a color to make a
pattern.
Abacus
2- One to one correspondence-match a

patterning in the picture and button.
3-Counting a button.
4-Comparing color.
Exploring on possible activities to develop

mathematical skills and concepts using these
materials
One to one correspondence they match with

the color in the picture. For example, if in the
picture read first they must put read.
Counting a button when the child put it they
may say one, two, three.
Comparing color, for example, they say this is
red, and this is yellow so, they natural
camper
Foam shapes of
various sizes, shapes,
colours
1-One to one correspondence- Children match

a shapes with the right place.
2-Compering between forms- Children they will
be able to know naming shapes: circle, square,
rectangle, a hexagon of each shape and how
the rectangle looks and other shapes. Also, they
know the color red, blue, yellow
3-Ordening and patterning- kids are ordering
shapes according to color or names.
4-Classyfing- kids are comparing between color
and shape. Size it is bigger or smaller.
One to one correspondence kids match a

shape with a place, for example, he put circle
shape in the circle place.
Compering between shapes- Children they
will be able to know naming shapes: circle,
square, rectangle, hexagon of each shape
and how the rectangle looks and other
shapes. Also, they know the color red, blue,
yellow
The child may put in the first line red, green,
red green from each shape.
Worksheet:
1-Counting, a button.
2-One to One Correspondence matching
according to number For example number 5
children have to put 5 button.
1 to 1 correspondence: put a
picture and shapes in right place.
Picture of
math
Child while he put a button he direct says

one, two ..
Matching according to number For example
number 5 children has to put 5 buttons.
-Couniting skill:
counting a
bouton.
-1 to 1
correspondence:
Patterning
skill.

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Task 3Table 4: Reframing Behavioral Characteristics

Table 3: Example Reframing Behavioural Characteristics Record Sheet

She always knocks over

She may want to

He biting his friend and

She excessive restroom

Teacher take him

Sat with DK and

Maybe she get

She may want ti

Give him a more

He sleeping at the class.

Meeting her mother

Reframe these behavioural characteristics and suggestions for improvements.

In my view, the teacher must engage them by the

Table 6: Mathematical resources in the Classroom

Mathematics Skill / Concept that can be

1-Comparing between a color red, yellow and

Compering: by putting all with orange colors

2-Patterns according to a color next to each

An example of pattern put red yellow and

1-Ordering and patterning- children try to

Ordering and patterning, for example, the

2- One to one correspondence-match a

Exploring on possible activities to develop

One to one correspondence they match with

1-One to one correspondence- Children match

One to one correspondence kids match a

Child while he put a button he direct says

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