February 2020 – Page 2

UWS

Today we are doing different workshops. One learning about GlowBlogs and how to insert audio, featured pictures and videos on to posts. We learned about different scenarios that we could be faced in school and how we should go about solving and dealing with them. Lastly, we will have the opportunity to tell the story … Continue reading UWS →

Today we are doing different workshops.

One learning about GlowBlogs and how to insert audio, featured pictures and videos on to posts.

We learned about different scenarios that we could be faced in school and how we should go about solving and dealing with them.

Lastly, we will have the opportunity to tell the story we have chosen for our Situated Communication assessment to a group of peers and get feedback.

Serial Days 2 and 3

Some interesting observations that I have witnessed during placement days 2 and 3. During maths lessons, the teacher would blow bubbles to allow the children time to think of their answer to the math question. This allowed the lower ability children the opportunity to process the question and think about the answer. After the numeracy … Continue reading Serial Days 2 and 3

Some interesting observations that I have witnessed during placement days 2 and 3.

During maths lessons, the teacher would blow bubbles to allow the children time to think of their answer to the math question. This allowed the lower ability children the opportunity to process the question and think about the answer.
After the numeracy lesson, the children were given a selection of activities that they could choose to do after they had finished their work. (The Planning Board). Some children chose to complete calculations in the sand or with playdough and others made pictures of calculations with the help of number lines and an abacus. For the plenary of the lesson the teacher took photos of the work completed by the children on a camera and then put the pictures on to the whiteboard. The children then had the opportunity to sit on the “share and shine” chair and talk about their work and share it with the class.
What I liked most about this idea was how excited the children were to share their work with the teacher and the rest of the class and also how supportive they were of each other’s work – It was really great to see!
During literacy, the teacher introduced the ‘say and trade’ activity to help the children with word recognition of their common words. Each child was given a posted note with one of their common words and then they began to walk around the classroom. When the music stopped the children would join up with a partner, say the common word on their posted note and swap over. This was a good way of getting the children to actively participate in their learning whilst developing effective communication skills with their peers.
In the afternoon when the children returned after lunch the teacher put on the NumberJacks subtraction video for the children to watch to calm them down and allowed her time to set up the tooth brushing station.

Protected: Placement Serial Day 3

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3rd Placement Day

I am thoroughly enjoying the placement serial days, I can’t believe it’s week 3 already. As my class were undertaking Standardised Testing, I was able to spend some time in a P1 class this week. In Literacy, they had chosen to talk about a time when they were happy, and had to write a sentence about this and why it made them happy. The teacher made a word bank out of words the children suggested, and they had to do a black ink drawing to accompany it. I was impressed by some of the sentences that were produced, and learnt how, at early level, to assist them with their spelling by letting them ‘have a go’ at spelling difficult words, then writing the correct spelling out underneath for them to copy.

When I returned to the P3 class, I was able to help a group with Maths. The topic was money, and they had to work out how much change they would receive when given an item to buy and an amount of money to buy it with. Resources we used were whiteboards, and plastic money. It was interesting to see how different children engaged with the resources as some did a calculation on their white boards whilst for others it worked better to see the coins, and draw them out as the answer. Then it was outdoors for muddy movers where they had to construct a bridge in groups and go over them. The children enjoyed this, and I saw great teamwork as they figured out the best strategies for using the equipment available.

Holmes-Rahe life stress inventory

Continue reading “Holmes-Rahe life stress inventory”

In the Holmes-Rahe life stress inventory, I scored 167 out of 1466 putting me at the lower end of the 150-300 point category. This took into account my recent life changes including a new school (university), moving and living in a new home. Another factor which was not taken into account was the fact that I have moved away from my family for the first time (as most of my relatives reside along the East coast and I now primarily live in Ayr). This is a significant point because this means I have less time with a significant support network. As well as moving away from family and friends, I have moved to an area where I had never visited before and I did not have any connection with. This could add to stress because a lot more of my daily life had to be done independently. I could no longer call a friend to join me going into town or the cinema because I did not know anyone. The 150-300 points category predicts a 50% chance of a major health breakdown in the next two years. My general health at present is good and in the next year I do not plan on any other significant life changes however in the following years I intend moving again and there is a possibility of taking out a loan or mortgage to support this. This could mean that in the next few years my stress levels could go up and my chance of illness could increase. To combat stress in my life I will continue getting support from friends and family where possible and organise my financial affairs.

http://www.stress.org/holmes-rahe-stress-inventory/