Table 4: Reframing Behavioural Characteristics

Name of child

General
behavioural
characteristics

Reframed

Suggestions to
help improve
behaviour?

Abdullah

- He is always
moving from
his place and
fighting with
his friends.

- He has
energy, and he
feels bored
because he is
not moving,
just sitting on
his chair
solving
worksheets.

- Choosing him
to be the
helper hand in
the classroom
and give him
responsibilities
to do such as
collecting the
books. If we
kept him busy,
he would not
get bored.

Shamma

- She's always
crying in the
morning.

- Maybe she
doesn't feel
comfortable in
the class, or
she's afraid of
leaving her
mother.

- The teacher
should
welcome her
every morning
and hug her to
make her feel
safe and
comfortable.

Abdulaziz

- He's a quiet
boy, and he
doesn't
participate in
the classroom.

- He may feel
afraid of giving
wrong answers.
Because,
whenever the
teacher gives
him a
worksheet, he
doesnt write
anything, he
stares at me
and waits for
me to help him.
I know that
he's a smart
boy. Because
hen I ask him
to answer a
question he
knows the right
answer.

- The teacher
should praise
his right
answers and
encourage him
to participate.
Also, she
should value
his answers
and don't get
angry with him
if he answered
a wrong
answer. In this
way, he will
feel
comfortable
and confidence
to answer the
questions and
to participate

even if his
answer is
wrong.
Sara

- She's always
talking to her
colleagues
during the
lessons.

- Maybe the
lesson didn't
attract her
attention.

- The teacher
should know
students
learning styles,
do different
activities for
them, and use
different voice
tones.

Math concepts covered throughout the year:

- Number sense.
- Patterns.
- Measuring.
- Counting to 10.
- Geometric shapes.
Table 6: Mathematical Resources in the Classroom
Mathematical Resources
found in the preschool
classroom:

Unifix cubes

Dice

Mathematics Skill / Concept that can be

developed with it.

Addition.
Subtraction.
Counting.
More / less than.
Classifying.

Addition.
Counting.
More / less than.

Exploring on possible activities to develop

mathematical skills and concepts using these
materials

Asking students to create patterns using

the cubes, such as two red cubes, one
blue cube, two red cubes and one blue
cube.

Asking the students to sort the cubes by

their colors.

"Adding on" activity for addition lesson.

Learners look at the number on the card
and add more blocks to equal the
number. (Number 10)

Rolling two dices and answer, who has

the most dots and who has the less.

Rolling the dice, count the dots then

write the number.

Asking learners to roll two dices. First,

they will roll the first one and count the
dots then they will write the number.
After that, they will roll the second dice
and do the same. Then they will add the

two numbers together and count them to

get the answer.

Wooden shapes

Comparing sizes (Bigger/smaller).

Naming shapes (Circle/square/rectangle).
Counting.
Ordering.
Creating patterns.

Creating a shape pattern (Triangle,

square, triangle).

Asking the students to put their hands in

the mystery box that contains the
wooden geometry shapes. Children will
run their fingers around the shapes, and
they will talk about what they are
touching. They will try to guess which
shape that they are feeling.

Complete a math activity with a group of children:

- What resources did they use?
Students used clay, and the laminated paper contains caterpillar's
head picture, and beside each picture, there is a number (From 1 to
10).
- How did the children learn?
Children place the correct number of clay, creating spots beside the
caterpillars of varying lengths.
- Did they work individually, in pairs or as a group?
They worked individually.
- What did you do?
I explained the activity for them and helped students who needed
help. I walked around the students and checked their work, and I
evaluated their understanding by questioning them some questions
about the numbers.