Friday, November 27, 2009
Difficult Behaviours:
Past Wednesday, I took up a new kid, WW. He is almost 3 years old, displayed some behaviours that are difficult to manage. First of all, he had problems following instructions, asking for mom on and off (so mom sat across to watch). During class, he drew on desk and also nailed his fingers into another instructor's hand and ran to the student behind him and did the same. I was shocked but luckily the other instructor held him back.
Monday, November 23, 2009
Various Cases
Reason to be careful. (nov.18 - OT)
One of the small kids saw me taking an old, wooden ladder out to hang up decorations on the ceiling lights for christmas. Then he said to me, "Be careful." I asked in return, "Why be careful?" He paused then replied, "It's dirty." So be careful because it is dirty? Heh, it was funny how children formulate their ideas and thinking. Then when I was up the ladder, he said to me to be careful again. So I asked the same question why. He paused and this time replied, "Falling down."
Case of WT:
I have seen KW two times now. WT is nine years of age. He,(from what I heard) diagnoised with autism, doesn't speak a lot and will sometimes reply to simple questions that I ask. He likes cars and likes building cars during his time here at our workshop. First time I met him, he built a two comparment attached bus. The second time I met him (which was yesterday) he built the same thing but bigger and more squarely shaped. Both lego structures only consisted of frames, but they carry quite precise details and stable form, including license plate, double wheels (like trucks).
Case of KM:
KM is a 4 years old boy who has finished all our big lego programs at the workshop and now has advanced to Junior Engineering programs which require the use of small legos and computer screen instructions to build. He has difficulties following instructions on the screen and is constantly distracted by the environment around.
Since KW seemed to have trouble focusing on the instructions on the screen and had completed all duplo/big legos building, I took the teaching method used in duplo settings to teach him using small legos to build. This way, he will not require to look at the computer screen for instruction (which is a key problem in his building process) and be able to follow the instructions that I give beside him. However, this method might prove helpful in completing his construction, it is instructor costly and children continues to be dependent.
One of the small kids saw me taking an old, wooden ladder out to hang up decorations on the ceiling lights for christmas. Then he said to me, "Be careful." I asked in return, "Why be careful?" He paused then replied, "It's dirty." So be careful because it is dirty? Heh, it was funny how children formulate their ideas and thinking. Then when I was up the ladder, he said to me to be careful again. So I asked the same question why. He paused and this time replied, "Falling down."
Case of WT:
I have seen KW two times now. WT is nine years of age. He,(from what I heard) diagnoised with autism, doesn't speak a lot and will sometimes reply to simple questions that I ask. He likes cars and likes building cars during his time here at our workshop. First time I met him, he built a two comparment attached bus. The second time I met him (which was yesterday) he built the same thing but bigger and more squarely shaped. Both lego structures only consisted of frames, but they carry quite precise details and stable form, including license plate, double wheels (like trucks).
Case of KM:
KM is a 4 years old boy who has finished all our big lego programs at the workshop and now has advanced to Junior Engineering programs which require the use of small legos and computer screen instructions to build. He has difficulties following instructions on the screen and is constantly distracted by the environment around.
Since KW seemed to have trouble focusing on the instructions on the screen and had completed all duplo/big legos building, I took the teaching method used in duplo settings to teach him using small legos to build. This way, he will not require to look at the computer screen for instruction (which is a key problem in his building process) and be able to follow the instructions that I give beside him. However, this method might prove helpful in completing his construction, it is instructor costly and children continues to be dependent.
Thursday, November 12, 2009
CTW: first student
Today is my ninth day here at CTW and it's my first day I lead a 1:1 duplo class at the workshop. Compared to the other day I led a group duplo at LLC, leading a 1:1 duplo class is much more different and challenging than I expected. With a group of students, time goes by fast and filled. With just one student, time management becomes crucial. And this is the lesson I learned today.
My student today is named Christopher. Overall, the class ran well during the powerpoint part and he was able to follow throughout the building process and correct at his mistakes. Some difficulites popped up along the way...like the beginning started too quick (Christopher said he didn't want to look at the computer and wanted to start building) and we ended up finished building with still half an hour left where I needed to think of what else to do to fill the time. The child was also not very responsive sometimes to questions (mom did say he isn't very use to English and might get shy to people speaking English to him). But his building skills was okay and he was able to follow my instructions, only avoiding eye contact most of the time. I suppose Clown Eyes was too easy for him (age 4) and more challenging models should be used for him next class so he doesn't finish building so quick with so much time left for me to figure out what to do with him.
As for his language skills, during the class he was able to understand simple English (such as colours, numbers, length: long/short) and able to respond with one or two words. He was able to read and write the alphabets. I suppose next class more English can be incorporated into the lesson.
So the challenges that I faced today were: first of all, it was the first lesson and (on top of that) mom was sitting at the a spot where she could directly see me and her child (should sit on the other side of the table next time); next, need to note the level of child's capability (so he wouldn't finish too quick) and topics that might interests him (to enable me to ask more questions for him to think and answer); also, the issue of guns and killing.
My student today is named Christopher. Overall, the class ran well during the powerpoint part and he was able to follow throughout the building process and correct at his mistakes. Some difficulites popped up along the way...like the beginning started too quick (Christopher said he didn't want to look at the computer and wanted to start building) and we ended up finished building with still half an hour left where I needed to think of what else to do to fill the time. The child was also not very responsive sometimes to questions (mom did say he isn't very use to English and might get shy to people speaking English to him). But his building skills was okay and he was able to follow my instructions, only avoiding eye contact most of the time. I suppose Clown Eyes was too easy for him (age 4) and more challenging models should be used for him next class so he doesn't finish building so quick with so much time left for me to figure out what to do with him.
As for his language skills, during the class he was able to understand simple English (such as colours, numbers, length: long/short) and able to respond with one or two words. He was able to read and write the alphabets. I suppose next class more English can be incorporated into the lesson.
So the challenges that I faced today were: first of all, it was the first lesson and (on top of that) mom was sitting at the a spot where she could directly see me and her child (should sit on the other side of the table next time); next, need to note the level of child's capability (so he wouldn't finish too quick) and topics that might interests him (to enable me to ask more questions for him to think and answer); also, the issue of guns and killing.
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