So, it was my second call to work with other team in two
weeks. And last night was not easy at all. I felt I was not sure about what I
supposed to do with this new “child”. I had no clues of her situation: what she
interested in and her needs. Neither other team members knew anything about the
children in our team, because we were all pulled from other teams. By just
observed J running and hitting when we were playing with baseball, I thought
her needs would be developing gross motor skills. So, I decided to use the
materials around for her to play. For the land activity, we jumped with the
rope, hit the baseballs, and kicked the footballs. And I invited her to make
the decision: she got to choose one activity from two options I gave her. I
thought since I didn’t know what she liked to do, it would be better if she had
some authority in choosing the activity. J seemed enjoying her time, but I felt
I wasn’t doing much to help her reach her goal in CAPES!
I felt I was more frustrated than feeling rewarded. Not because
I have no ideas of conducing activities but more likely I wasn’t sure if I was
doing the right thing for her. We know whether it is a suitable activity for
the child; or maybe some steps need to be adjusted only when we carry on the
experiment. Therefore, I think everyone needs some degree of consistency in
learning or teaching in order to conduct an effective progress. Frequently meeting
and working different children may help me develop teaching skills, such as
quickly building up connections with new students, fast adjusting program if unexpected
situations aroused, etc. And they are important skills for teachers. However,
in a long term, students and teachers need consistency to support a steady
learning environment.
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