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Task Day 3

The document discusses strategies for facilitating transitions during assembly, food time, and recess in a classroom. For assembly, the teacher forms separate lines for boys and girls which sometimes works but students don't always listen. For food time, same-gender lines are used again but some children struggle to eat. During recess, the teacher assigns jobs to students to help the transition but challenging behaviors still occur. Suggestions are made to improve listening during lineup and giving children more choice over food.

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67 views

Task Day 3

The document discusses strategies for facilitating transitions during assembly, food time, and recess in a classroom. For assembly, the teacher forms separate lines for boys and girls which sometimes works but students don't always listen. For food time, same-gender lines are used again but some children struggle to eat. During recess, the teacher assigns jobs to students to help the transition but challenging behaviors still occur. Suggestions are made to improve listening during lineup and giving children more choice over food.

Uploaded by

api-382084216
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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EPC 2403 Teaching Practicum 2a

Type and function of Strategies used to facilitate transitions Efficacy of the strategy in terms of Suggestions for further development.
transitions promoting positive behavior and
minimizing challenging behavior.

1. Assembly The teacher asks the students to do two Sometimes students don’t listen to the To call the students by their names to do the
lines one for girls and one for boys. teacher, but she tries to control them. lineup instead of calling them all together.

2. Food time The teacher asks the students to do two Sometimes children don’t want to eat Give the children what they want to eat.
lines one for girls and one for boys. and that’s a struggle.

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EPC 2403 Teaching Practicum 2a

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