With the end of the year coming, it's time to create the famous “reportsor descriptive opinion” and knowing the difficulties and doubts that always arise, check this post for an excellent Final Class Report Template.
Index
In general, the gang is very intertwined. They help each other, give their opinions on each other's tasks and enjoy carrying out group activities, encountering some difficulties only with regard to the division or common use of materials and toys. Leaving an egocentric phase, they begin to form habits of sharing and internalizing rules of social interaction. The language is under development and most students still speak a lot infantilized, with the difficult articulation of some words and the occurrence of phoneme exchange, which is not encouraged. Exercises such as retelling stories or singing songs, telling aloud and dialoguing have been performed. Very participative, everyone already performs the routine tasks, except for João and Mário, who are still in the process of adapting to the environment, to others and getting used to following rules pre-established. Some already identify the primary colors and count up to five orally. In general, the whole group enjoys listening to and retelling stories, moving easily to imitate the characters through symbolic play. Everyone is very active and energetic, which is also typical of the age group, with the exception of Amanda, who has been encouraged to interact more with the group. Playful activities and games have been of vital importance to improve adaptation and socialization. The moments of dramatization, singing and retelling as well, as well as the use of outdoor toys.
Three students had more difficulties in understanding the reading and writing process: O João, O Flavio it's the Rogerio. The problems of which had already been reported to the core manager and their families in periodic meetings and home visits. Flavio he is a very absent student, he is at the syllabic-alphabetic level in the word list (writing probe), but still presents a lot of difficulty in the production of different types of texts (even in the rewriting of texts that are known to memory). With individual help, he can write small texts, but he is still unsure and needs a lot of encouragement and support in the development of this type of activity. Rogerio he is in pre-syllabic level II, he has a great desire to learn, but he is interrupted by his absence from the classroom (in absentia), he learned the full name, some letters and at times can read stabilized words, needs a lot of individual help to appropriately appropriate the writing and reading system. João, pre-syllabic student, little sociable, without motor coordination, he is absent from the classroom a lot (in absentia). He doesn't recognize the letters, he couldn't write his name during the process. He has a good memory, but, given all the actions developed for the growth of this unsuccessful student, we believe that the same needs, in addition to individual reinforcement, consultations with professionals specialized in learning difficulties such as the psychopedagogue. Despite these reported difficulties, we can say that their progress in the last two months was better than the previous ones. But they still do not have the necessary skills required for autonomous literacy. Needing more support and guidance in carrying out the tasks.
The other students in the class (10), are secure readers, can interpret and demonstrate different skills both in reading and in math, we believe that even At the end of the literacy cycle, they will be able to exercise their learning autonomously, as well as formulate, write, read and understand any type of genre introduced.
December 2017
______________________________
(Teacher)
Since the beginning, the group has shown itself to be very united, they will build great emotional bonds that mark the group's life story.
During this year I developed and carried out several activities that could attract the children's concentration, and with that they learned and developed at their own pace, all forms of language be it body, oral and visual.
Writing and reading took place respecting each student's time. At the end of the year all students are at the alphabetic writing level, and some still have a degree of difficulty in the individual production of writing and reading since each one has its own own rhythm, their difficulties and also life stories and contact with the world in a different way, which is normal since we are unique beings and we must value and respect these differences.
Daily reading by the teacher and reading by the students (occurs two to three times a week) these activities are essential to enrich the vocabulary of students, so that have contact with well-written texts, with this they were able to perceive the different formatting and structural elements of each text, and little by little they learned to elaborate their own texts clearly and respecting the chronological order of the facts, providing details about scenarios, characters and events and developing their own creativity.
I paid special attention to text production, I guided students in writing different textual genres and motivated them to end the difficulties they were presenting. The encouragement of knowledge became a constant and natural practice. Students were able to compare writing and reading with their friends, which led to an excellent progress for the students.
Entering the 4th quarter, the environment project ended with the exhibition of the murals made by the group. Throughout the year, the children learned about the conscious consumption of electricity, the problem of garbage, pollution, etc. This awareness becomes increasingly important so that, in the future, students can reap the fruits planted in the past with awareness of the environment.
Three students had more difficulties in understanding the writing and reading process: João, Marcos and Renata. I've already reported their problems in my previous records. The three are alphabetic in writing and reading, however, they still have great difficulty in producing different types of texts.
With individual help they can write short texts, but they are still unsure and need a lot of encouragement and support to reach the level of other students. And even with all these difficulties, I can say that you hear progress from these students in the last two months. However, they still don't read with autonomy.
In mathematics, Renata, João, Marcos and Aline are the students who have the greatest difficulties in the numbering system, and João and Renata also presented difficulties in solving problems and operations, addition and division, requiring greater support and guidance in the Exercises.
All evaluations were constant, trying to detect the progress of each student, respecting their learning pace, I analyzed the results and I looked for new ways to teach, leading my students to overcome the challenges and obstacles they encountered along the way.
School:
Teacher:
Student: Class:
During this year, we looked for the best way to prepare, propose and carry out various activities that could attract the concentration of children, so that they would be able to learn and develop at their own pace, all forms of body language, oral and visual. The development of writing and reading was taking place respecting each person's time. At the end of the year most children are at the alphabetic writing level, some still have difficulty in the individual production of writing because they have their own rhythms, their specific difficulties and also life stories that interfere with the progress of their routine school and contact with the different literate world, which is normal since we are unique beings and we must value and respect these specificities.
In every proposed reading and writing activity, we try to respect the social function of these practices. This way the children could realize that everything we write will be read by someone and that, in this way, it is It is essential that we use our own language for writing, that we pay attention to the correct punctuation and spelling of the words. But, it is noteworthy that the level of the class at the beginning of the school year/2015, presented a great difficulty, reducing by 50% the chances of a complete learning and with all the specific skills that the 2nd year requires, since for most the process would have to start from the most simple.
Daily reading by the teacher and shared reading (two to three times a week) of texts of different genres and their different carriers was fundamental for the enrichment of the vocabulary of the students, so that they had the opportunity of contact with texts as well. written, so that they could understand the different formats and structural elements, besides, of course, providing elements so that they could elaborate their own texts in a clear, cohesive way, respecting the chronological order of the facts, providing details about scenarios, characters and events using creativity.
We paid special attention to fluent reading and text production, seeking to guide them in writing different textual genres always motivating them to break with the difficulties that were going away. presenting. The exchange of experience took place during the development of all activities. The socialization of knowledge has always been highly encouraged and has become a constant and natural practice. Students were able to compare writing and reading with their friends and this generated many advances.
Friendship, companionship, solidarity and affection were important positive points for personal and cognitive growth. When a student noticed that the other was in difficulty, he always offered to help.
The work in pairs and groups has always occurred harmoniously and has always been an important tool for overcoming obstacles.
In the 4th quarter, some projects were closed: READING BORSE, READING MARATHON AND FERINHAS DO SABER with presentations, storytelling and reading clotheslines. We believe that the constant permanence of projects greatly facilitated the construction of fluent reading, the understanding of what to read and more coherent textual productions.
The work in mathematics has always been easier for students, as their worldview in mathematics is more popular, the subjects covered were those required in the monthly plans, with a proportion of great relevance to the child's life, we believe that many of these issues can be consolidated in the next stage, which closes the literacy cycle of the student. With playful, productive and challenging activities and the individual help of the teacher, the students were able to progress in the level of understanding. Each child had the opportunity to use what they already knew to learn what they still needed and would overcoming, little by little, their fears, their insecurities and launched themselves into the new with will and confidence.
Subscribe to our email list and receive interesting information and updates in your email inbox
Thanks for signing up.
