Aim 1

The aim is to make the whole group sections of lessons more active and add more movement to it.

Rationale
In my teaching the whole group part of the lessons , I used some games that encouraged the children to be active but these games need to be extended or I need to add more games, because  I used the same games with them more than 3 or 4 times and the children are used to playing them and I lost their interest. Furthermore, sometimes the children will sit there for a long time, so they will need some active movement activities instead of letting them get bored.


Strategies
    To achieve this aim I need to have specific steps to follow. For example:
•   It is great when the children have been given the opportunity to run, jump, kick, catch, throw, and play for the first 5 minutes that are tied to the topic and the lesson theme and try to begin the circle time with a 2 minute dance.

•   Play the body spelling game with the children where the teacher has to call out a letter and have the students form that letter by shaping their bodies into the letters or numbers. (letters that work well are: A, X, S, C, F, J, I, L, U, V, K, Z).\

•   Keep a strong rhythm while the students move around the classroom in a manner that reflects the beat. Then call out “Stop” or stop the rhythm and students must stop and make an interesting shape with their bodies.

•   Try to ensure the lesson has good pace and that children are always engaged and not waiting for an activity.


Children's pictures












Mentor Observation

Self evaluation

Week 1:

o I played movement games on the first day where I encouraged the children to fly like ladybugs, fall like leaves, do legs exercises and lay on the floor and make body L’s. These movements encouraged the children to move and be active as well as being creative with their movements. The children were so interested and interactive during the lesson which encouraged them to learn more effectively.

o I provided flash cards of the objects that start with the letter L. I Put them on the floor and gave the children a fly beater. I named the objects and asked the children to beat the card that is match with the object name. This game supported the students to learn the names as there are active and happy.

o Played ‘shape and seek’ – where I put some common shapes on a piece of paper and in teams the children have to find examples of those shapes in their environment . E.g. the clock could be an example of a circle shape. This encouraged children’s cognitive skills as well as their linguistic skills. It will encouraged their cognitive skills by letting them search for the shapes in the environment and name them which will support their linguistic skills.

Week 2:

o I gave each child the ADEC’s book that have the pictures of objects that start with the letter F. I asked them to search for specific pictures that I want them to learn. I gave the children the chance to play by themselves and move away. It was like a racing game where they were searching for the pictures quickly and showed them to me before their friends. Moreover, sometimes they were helping each other when any of them got the wrong picture.

 

Week 3:

o I provided pintables letter J and some other letters and I placed them on the floor. After that, I encouraged the children to jump on the letter J only. This game encouraged their physical skills as well as recognition the letter.

Week 4:

o The children play a memory game about objects that start with the letter G in flash cards and make a copy of each card. I placed the cards upside down on the floor and encouraged the children to play the game and name each object.

o I place the same cards on the floor but facing up and give the children the flies beater and encourage them to play together by letting one child to name an object the two children guess and beat the cards. These game and the previous one encouraged the children to be active as well as to use their cognitive and language skills.