DRAFT: This module has unpublished changes.
LOG # 4: Comparing behavior during use of materials
Record 2 children’s behavior during the same routine—the child you have chosen for the study and the other child in the class. Routines include: Morning meeting, clean-up, snack, lunch, rest….
 
Consider the following when observing both children: How do they react to the stimulus for the activity? Do they need help? If so, how do they get? How do they handle themselves during the task? Are they involved with others during the task? Non-verbal behavior and body movement: what do they do after the task is finished? What did you learn about the child you choose to observe from this observation?
 
            When I was observing my study child Anastasia B and another student Sofia B. Anastasia and Sofia are two first graders who attends P.S 215. While observing the two girls Anastasia and Sofia I observed how the two girls responds to an activity.  The first grade teacher who name is Mrs. Marchese who had giving the first grade to complete a task. The task was to remove their “2 go” math books from out of there desk, then they will go and sit on the rug with their math notebooks.
            Once the two girls Anastasia B and Sofia B were finished completing the task by taking out there “2 go Math” book they then began removing their math notebooks from out their desk. Both girls started talking to each other while they were taking out their materials. They both got up from their desk and pushed their chair, then they both continued to talk as they walk to the rug for the next activity. Mrs. Marchese and I walked to the rug and then Mrs. Marchese started teaching the children their next lesson. She started writing the objective on the washable and had the children copy the lesson. Mrs. Marchese was teaching the children how to do subtraction sentences by using pictures. After Mr. Marchese was finish teaching the children how to do subtraction sentence. She then assigned the children to get a partner and let them create their own subtraction problem and let the partners solve the problem.
            Anastasia and Sofia went back to their desks and they started to complete the math problems in their book. Once Anastasia and Sofia were done with the pages in their “2 go” math books. They then placed their math books on the top of table neatly and then they started to divide the materials among each other. Anastasia went and grabbed two washable boards, while Sofia went and grabbed two erasable markers in two different colors. They both came back to their tables and began creating their subtraction word problem. They began calling out the ideas that they were going to give each other ideas like: ponies’ butterflies, and dogs to create their word problem. The two girls enjoyed creating the number sentence. They both solved the problem sentence very quickly. The first grade teacher Mrs. Marchese told the class to start cleaning up and start to bring the materials back and get ready for lunch. Anastasia grabbed her Sofia washable boards. She made sure the tops were on correctly on the markers and placed back in the basket.
When completing the cleanup tasks they completed the task very quickly. In this observation I saw how my study child Anastasia B, liked working in groups and how it gives Anastasia the ability to communicate with her classmates. It also allows her to complete her work by creating math problems with her partner and then discuss the answer. I observed when Anastasia solved her partner Sofia subtraction sentence. I saw Anastasia re-read the problem more than one to make sure she understood how to do it. She then used her fingers to solve the word problem. Once she got her answer, she waited until her partner was done. I like how Anastasia focused on the word problem by re-reading and double checking her answer when she was done.
 
 
 
 
DRAFT: This module has unpublished changes.