Teaching Videos and Resources
Water Cycle Experiment
​I explained the self-directed experiment activity placed in the discovery of the world learning centre. I introduced the activity simple and detailed so that children can carry out the experiment independently. I emphasised on some safety rules for a safe experience for children as the activity included hot warm water. The experiment was divided into 4 parts to ensure children understand the 4 different processes of the water cycle. I also included an exit ticket activity for children to apply what they have learnt during the experiment to the matching cards activity. This experience allowed me to practice my instructional skills by explaining in short and simple sentences for children to understand.
​Story Telling
​I did a micro teaching video on story telling. I designed some creative props to accompany them during my story telling. My story telling was on Farm Animals. I created props such as farm animals using felt papers and recycled cardboards to build a barn. I used these props for an interactional approach to instill excitement during my story telling. The story telling experience allowed me to capture the child’s attention and get child involved too. From this exercise, I was able to be expressive by modulating my tone of voice when telling the story and using the props simultaneously.
Infant Resource: Peekaboo Treasure
I created a toy for infants age 6 to 12 months. I ensured the resource was safe by stitching it multiple times so that the beads and rice were securely sealed inside zip-log plastic. While creating the resource, I considered the developmental milestones of a 6 to 12 months old infant. The resource was made to focus on Piaget’s Theory on object permanence to teach infants that the beads can be found among the rice when they shake or turn the resource. Thus, I received an A grade for creating this resource with the ability to examine the aspects of 6 to 12 months infants and ensuring the resource is safe for them.
Interactional Strategies for Infants
I role played as an educarer by using the toy to represent a 9 months old infant. I displayed the 3 interactional strategies. These strategies include using actions to the song ”Twinkle Twinkle Little Star” to create positive attention. I also verbally described what I was doing while showering the ‘infant’ to instill language skills. Lastly, I demonstrated the 5 steps serve and return strategy to emphasise on positive communication with the ‘infant’. This role play exercise enabled to me practice my interactional strategies and understand the importance of building a responsive attentive relationship with infants.
Number Bonds of 5
I did a micro teaching video on number bonds of 5. I applied the concept of concrete-pictorial-abstract approach. While teaching, I used terms such as “2 and 3 make up 5” and used sweets as visual concrete representation for children to provide a clear understanding of number bonds of 5. I also ensured I used 2 different coloured of sweets to represent the numbers clearly. I used hand gestures to present my teaching for easy understanding. This teaching session allowed me to practice my verbal teaching skills and techniques.
TUTORING
I have been tutoring a mild hearing loss child since March 2019, in subjects such as English, Maths and Science. I showed patience towards the child when he is communicating with me as it can be challenging to comprehend what the child is trying to say. Moreover, with my adaptability skills and patience, I emerged out of the experience with a greater understanding teaching a mild hearing loss child
I have been tutoring a K2 child since February 2021 in subjects such as English, Maths and Tamil. I have been tutoring him in preparation for his Primary 1. Tutoring has allowed me to focus one on one with the child and I could design lessons for the specific needs of the child. I ensure his questions are answered which can be difficult to do so in a large classroom setting. I also do talk about the lessons he have in school so that I can understand his understanding out of the class. Therefore, the comfortable and secured environment I have created has enabled the child to address his challenges and questions to me.
Project InterDisclipinary
I collaborated with students from different displines such as media and engineering. We shared our knowledge and skills from our respective discpliens to solve the issue on helping working children ensure the emotional well being of their elderly parents/grandparents. My group and I won merit for the IS Changemakers Awards Finals.
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As a student from school of humanities and social science and as a student from diploma in early childhood, I did torough secondary research to substantiate with other researches on this issue. From my knowledge on emotional development, I was able to further explain about it to my group members and craft our neccessary questions while discussing about the issues.
Therefore from this experience, I demonstrated active listening while listening to my member who shared their discplinary knowedge and skillls which allowed me to build a positive relationship while working with them. I learnt about colloborative learning as I learnt about other discplines and problem solve on the issue at the same time. It also provoked my innovativeness and creativity skills while working as a team in coming with a new solution to tackle the issue.
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Hair for Hope: 2017-2019
I supported my brother in his Hair for Hope journey for 3 conservative years by collating donations and raising awareness of the cause to my relatives and friends. This opportunity allowed me to be more knowledgeable about the cause before sharing it to others. My small contributions led to donations of $200 to $500.