BEHAVI

OURAL
ANALYSI

Name of trainee: Carlyn Haywood

Lecture :Sir Ray Jonas

 Table of Content

Page
Introduction……………………………………………………………………3

Anecdote Record………………………………………………………………4

Summary………………………………………………………………………5-6

Recommendations……………………………………………………………..7

References………………………………………………………………………8
 Introduction
 “An anecdotal record is a detailed descriptive narrative that is kept after a particular behavior or
interaction occurs. Anecdotal records help teachers plan learning experiences, provide
information to families, and identify potential developmental delays.” In this research, the
observer will watch a student, note her specific behavior, and suggest teaching methods that will
benefit her.
 Anecdote Record

Child’s name :Renika Syphils Observer’s name:Ms. Haywood

Date of birth :2010/03/25th Time:10:10 am :11:05am

Age :12 Settings :Mathematics room

Focus:Social

Activity observed Child

Observation #1 -Slouches in her seat
Activity :Guess the topic (hint given ) - look around the classroom
(5 minutes ) -gazed through the window
- begin chewing gum
-laugh at the other students responds
Observation #2 - Sits up straight
Activity :Introduction to the lesson (video) - Pay keen attention to video
(10 minutes ) -tells the others to be quiet while video was
being shown
- answers questions asked based on video
Observation #3 -stare at the book
Activity :Read questions aloud -uses pencil to scratch in the book
(5 minutes) -throw the pencil across the classroom to
another students
-gets up and collect the pencil
Observation #4 - despites having received precise directions,
Activity :Wordsearch (Individual) has no idea what to do.
(6 minutes ) -fold the wordsearch into a boat
-gets up and go to the back of the class
-did not complete the word search
Observation #5 -excitingly form self into group
Activity :Creation of two 3 -dimensional -helps to create shape
shapes.(Group presentation) -interacts a lot with group members
(20 minutes) -helps the group present by holding the shapes
Observation#6 - Chews on eraser
Activity :Matching exercise on shapes(paired - run to her pair joyfully
) -begins swaying her ribbon in the air
(8 minutes) - starts matching game not waiting on the
teacher’s instructions
-submitted paper to teacher without her pair
Observation # 7 -stares at teacher
Activity :Writes notes on shapes - throws pencil into the bin
(6 minutes) -writes with a pencil she finds n the ground
- continually puts her head on the desk after
writing one word.
Observation #8 -draws on paper
Activity :To conclude the lesson write what - bites nails
you have learned on the paper given and paste -puts head on desk
it on the cardboard . - shakes her feet
(10 minutes ) -asks to use the washroom
-runs back into seat
- does not complete activity
 Summary
This observation led to an analysis that this child is incapable of critical thought, has trouble
understanding and identifying words, and has problems reading. She did, however, participate in
answering questions after seeing a video on shapes, indicating that she mostly learns visually and
that she liked the film because it featured many different forms and colors. However, when given
a work on her own, she stumbles and becomes agitated instead of her usual behavior of staring or
throwing objects at other kids. Additionally, this child finds the time to move around when doing
solo work and reading, as was shown twice throughout the 70-minute mathematics lesson. She
wouldn't finish the job or even seek the teacher's help or direction.However, she participated
well in paired and group activities, and she became very excited when she began to socialize
with her group members. She would write one word at a time while taking notes, which could be
due to her inability to spell. Chewing gum and using an eraser, laughing at students' responses to
questions, throwing her pencil around the room, swaying her ribbon in the air, and getting up
from her seat without permission were all negative behaviors observed.
 Recommendation
I recommend the following to help Renika improve both academically and socially:

Assist Renika in improving her reading skills.

 Use Bloom's taxonomy to aid Renika in learning to read. Six levels of learning
have been recognized under the updated taxonomy: Remember, Understand,
Apply, Analyze, Evaluate, and Create. The teachers can use language from
Bloom's taxonomy to help Renika develop all of their higher order thinking skills.
She will be able to grasp these requirements because these procedures are directly
related to writing standards.
Implement more group activities.
 Group projects, when properly structured, can reinforce group-related skills such
as the ability to: Break complex tasks into parts and steps. Time should be
planned and managed. Improve comprehension through discussion and
explanation.
More practical activities.
 Renika enjoys working with her hands, so incorporating more hands-on activities
can help Renika become more engaged in class sessions and improve her
learning. This can also help her become more interested in the lesson being
taught.
Help to improve Renika’s distracting behaviours
 Use the ABC observation technique, which teachers can use to analyze what
happened before, during, and after a behavior. All behavior can be considered
communication. Using the information gathered, the teacher can speak with the
student to find out what is causing her behaviour, convene a parent conference,
and teach her positive behaviors.
 References
ABC obseration technique - Google search. (n.d.).
Google. https://www.google.com/search?
q=ABC+obseration+technique&rlz=1C1JJTC_enGY1030GY1030&sxsrf=

Anecdotal record. (n.d.). College of Education | The University of

Iowa. https://www2.education.uiowa.edu/html/eportfolio/tep/07e174folde

Bloom's taxonomy - Google search. (n.d.). Google. https://www.google.com/search?

q=bloom%27s+taxonomy&rlz=1C1JJTC_enGY1030GY1030&oq=bloom