Task 5 - Reflect on feedback

Reflecting on feedback for teaching practicum using D.A.T.A model.

Describe:

The feedback I received I thought was fair and understanding, there was a lot of positive about my Te Reo being used with a game I made and playing hide and seek with one of the children outside. I really took on board the information about letting children have time to process questions before firing around another question something I seem to do when I'm being watched or nervous.

While I was playing water play with a few children I just kept asking questions after question not really giving them time to process their answers or the questions I was asking. But I really appreciated that being pointed out so I can work on it next time. It was suggested that I sit back and watch the children at play a little more instead of asking all the questions which I felt was fair.

There were comments on how directing and asking children questions while playing the game I made giving them the chance to work things out for themselves, encouraging the children to have a go and teaching them about turn taking and waiting their turn. I liked that it was picked up that I said bye to a child as they were leaving to head home and continued this for other children leaving the game area after they had finished playing.

When having our three way meeting, I was asked if there was anything else I would like to do, between us we came up with a mat time, messy play and a craft. I am open to these and gave it my all. At mat time I read a story with the children and they enjoyed it “going on a croc hunt” one of my own kids fav books, a messy activity using lax flakes, water and food colouring making it an awesome outside fun, then making people based on the Maori game I made for the children to play with, the children were very interested in making their own people so we did, I made up a template they traced, cut it out and then dressed their people, making some very awesome looking people

I felt really pleased and proud with what I have achieved so far with my visit, I am pleased I didn't freak out too much and forget everything I needed to do or know, I left the meeting feeling more confidence and excited to carry on with knowing what I have been doing is great.

Analyse:

My own beliefs actually fit in with what I was told about the letting children play and sit back to watch for a bit as I believe asking too many questions can stop children doing what they were going to do and make them do something you said. So not sure why this went out the window maybe nerves kicked in.

I believe we practise like this to give the children a better idea of what they want, children that use their own brains for their own games and learning can learn at their own pace about the world we live in, where if we give them everything all the ideas they will learn to live off other ideas and not their own.

I also believe in letting children learn while I'm there with some help just like Vygotsky believes in scaffolding children, offering support to them but not doing it for them. Teaching them on their level giving them the skills to be able to do it again and again (Berk, 2003, p. 224)

Theorise:

While in my away centre there was a lot of routine for the children but also a lot of free play so a great balance for them “Children and their families experience an environment where they feel comfortable with the routines, customs, and regular events” (Ministry of Education, 1996, p. 60). Children know when its time to clean up or have mat time by the different music that is played, its a very good way as the teachers dont have to call out they just know the music.

While we were tracing and cutting out the people the children were “increasing control over their bodies” (Ministry of Education, 1996, p.86) with the holding a template down to trace around it, then holding scissors to cut out their person.

Act:

I have worked on the talking all the time with the children asking them too many questions, I am taking the time to sit back and watch their play and waiting for them to come to me about ideas they wish to use. We talk as its needed and every so often I will ask them questions about their play. I'm going to carry on using the Te Reo that I have learnt along with other songs I have learnt from this away centre.

References:

Berk, L. (2003) Development through the lifespan (3^rd ed). Boston, Ma: Pearson Education.

Ministry of Education. (1996). Te Whāriki: He whāriki matauranga mō ngā mokopuna o Aotearoa: Early childhood curriculum. Wellington, New Zealand: Learning Media.