Stage 3 Thank you Card
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At the end of the practicum experience at Saint Ambrose, the stage 3 class made this Thank you card. Some of the messages included:
“Dear Miss V. Thanks for being my buddy on the floor and helping me in class”.
“Dear Miss. We will miss you. P.s. who will give us riddles?”
“I will miss you so much. Thanks for the amazing riddles”.
This card shows that I was able to make a connection with the students (1.1.1), and effectively used a student management strategy (4.1.1). This was achieved through the incorporation of riddles in the classroom. When moving on from one lesson to another, or during free time, I would present students with a riddle to solve. I would also give clues, and opportunities for students to try and solve/guess the solution. At the end of the week, the solution would be revealed to the whole class.
The use of riddles in the classroom was used to stimulate abstract thinking, and the level of difficulty of riddles was changed, once the previous was solved. The discussion time of the solution gave an indication of the students thinking, and gave an insight into strategies they would use to solve a problem. Also, by using riddles that linked to everyday situations and problems, I was able to connect the students intellectual development to their social development (1.1.1).
The use of riddles in the classroom also proved to be a successful classroom management strategy. When first introduced to the class, students expressed that it was a fun activity that they wished to continue. Therefore, it was decided that the riddles would be used as an incentive system, where students would have to “complete the required work before going onto something they wish to do” (Konza, Grainger, & Bradshaw, 2001). This is supported by the belief that “a classroom environment characterised by positive communications, warmth and support … is likely to enable productive, enjoyable activities” (Marsh, Clarke, & Pittaway, 2014)(4.1.1).
“Dear Miss V. Thanks for being my buddy on the floor and helping me in class”.
“Dear Miss. We will miss you. P.s. who will give us riddles?”
“I will miss you so much. Thanks for the amazing riddles”.
This card shows that I was able to make a connection with the students (1.1.1), and effectively used a student management strategy (4.1.1). This was achieved through the incorporation of riddles in the classroom. When moving on from one lesson to another, or during free time, I would present students with a riddle to solve. I would also give clues, and opportunities for students to try and solve/guess the solution. At the end of the week, the solution would be revealed to the whole class.
The use of riddles in the classroom was used to stimulate abstract thinking, and the level of difficulty of riddles was changed, once the previous was solved. The discussion time of the solution gave an indication of the students thinking, and gave an insight into strategies they would use to solve a problem. Also, by using riddles that linked to everyday situations and problems, I was able to connect the students intellectual development to their social development (1.1.1).
The use of riddles in the classroom also proved to be a successful classroom management strategy. When first introduced to the class, students expressed that it was a fun activity that they wished to continue. Therefore, it was decided that the riddles would be used as an incentive system, where students would have to “complete the required work before going onto something they wish to do” (Konza, Grainger, & Bradshaw, 2001). This is supported by the belief that “a classroom environment characterised by positive communications, warmth and support … is likely to enable productive, enjoyable activities” (Marsh, Clarke, & Pittaway, 2014)(4.1.1).
(405 words)
