Category: Observation

Introduction:

For this assignment, I will choose this assignment to do an observation of a child who is living in my Neighbourhood. This child is a 10-year-old female who is studying in school. She is older than her brother who is 6 years old and also studied in school. She has an obesity problem which creates problems in her behavior. This special child was used ‘nonverbal’, although she is known to use some selected words (no, yes, she goes away,). This girl used some words which show that she is very irritating to talk to someone else. They want to spend time alone. She has an obesity problem. I have chosen to do my observation work for this child because the classroom and home supporters were not seeing that it was doing ‘random explosions of anger’ and they did not understand why this problem occurred. “An ABC Chart is a direct observation tool that can be used to collect information about the events that are occurring within a student’s environment” (The University of Kansas). The following is the operational definition and hypothesis statement based on the initial discussion and comments.

Operational definition of anger or anger: shouting, throwing things away, and punching the child.

Hypothesis Statement: when anyone annoyed her she liked to do these types of things.

ABC Observation Chart / Date and Time / Setting Condition/Event / Antecedent

• Behaviour
  • When did the behavior occur?
  • What factors may have set the stage?
  • What happened before the behavior occurred?Consequence
  • What was the behavior?
  • What did it look like? Sound like? Feel like?
  • What was the response to the behavior?
  • What is maintaining or decreasing the behavior?Possible triggers

25 February 2019 / 7:15 pm

• Habit
• Routine: In the house
• Trigger: Daily want to eat fast food.
• She has an obesity problem.
• Narita shout. She is angry.
• As a result: brought him a burger.
• Therefore the function is: Tangible and positively reinforcing
• Strengthening as a focus to get solid content (burger); Leaves to get the fast food after a shout for some time.

26 February 2019 / 10:40am

• Teasing
• Routine: In the classroom
• Student calls Narita to say fatty.
• Trigger: Peers annoy him about his weight.
• She slapped on her face.
• As a result: Student run away
• Therefore the function is: Escape

26 February 2019 / 4:00 pm

• Treatment
• Routine: In the hospital
• Trigger: The doctor told Narita that if she does not stop eating fast food and will have an injection every day
• Feel upset
• As a result: She stopped eating more fast foods.
• Therefore the function is: to vary about the problem and To get attention

27 February 2019 / 6:00 pm

• Spent time
• Routine: In the Playground
• Trigger: She spent time with friends
• The parents asked her if she enjoyed but she did not give any answer.
• As a result: She spends the whole day in her room.
• Therefore the function is: Although she left his habit she does not like to talk to anyone

Conclusion:

Final Operation Definition: Consequences are the outcome of behavior. Their parents should tell her the disadvantages of fast food with love and affection then it would prove fruitful in her future.

Anger: shouting, throwing things away, and punching the child.

These events are happening wants to eat fast food and spend time with his friends. Why is she upset?

In conclusion, these events happen when she wants to eat fast food and when she spends time with his friends. Why is she upset? To Increase communication methods (e.g. anxiety book, texting), to give an outlet to tell what is happening. Work with him on social skills and express feelings to give you more appropriate ways of expressing yourself. I want to see that anger has ceased but apart from this, I want to be able to find another way to do this. I want to know more about her life at home, to determine the events that arise at home, at school at his time. I want to know more about his life at home, to determine the events that arise at that time. She is Narita who is studying in school and she has an obesity problem. Narita consumes fast food every day and the doctor has said it has a bad effect on her health because she has obesity problems. Narita told her mother that she wanted to eat a burger. Her mother said ‘no,’.She shouted and lay on the ground for a long time. Then her mother brought him a burger. Another student teases him for the reason of fatty. She loves fast food and does not want to live without fast food. The doctor told Narita that if she does not stop eating fast food and will have an injection every day. Listen to that and felt upset! She stopped eating more fast foods. She spent time with a friend. The parents asked him if she enjoyed but she did not give any answer. She spends the whole day in your room.

I observed that Narita changed her behavior from time to time. Narita’s behavior is changing because of her obesity. When she asks for a burger and her parents refuse to eat him. Narita screams in anger against her stubbornness. When his classmates call him thick, she puts a slap on the child. She is angry at the child. To get treatment for Narita, the doctor scares the injection’s name so that if she does not leave her habit she will be injected. Then she gets frustrated and ready to leave her favorite. She loves to spend time with friends and likes to go out on a weekend with his friends, but when her family asked him how she was enjoying she remained silent. The whole day she stayed in her room and did not talk to anyone. The fear of injection did not have any reason to stop him from eating fast food, if his family had explained him with loving feelings, then he would not have to do it.

Works Cited

1. The University of Kansas. (n.d.). Retrieved from Antecedent-Behavior-Consequence (ABC) Chart: http://www.specialconnections.ku.edu/?q=behavior_plans/functional_behavior_assessment/teacher_tools/antecedent_behavior_consequence_chart

Health and Physical Education is an important subject for senior secondary students to assist in developing both physical and mental skills. Health and Physical Education provides a platform for students to increase awareness and skills in fitness levels, social interactions, cooperation abilities, vocabulary, self-esteem, spatial and movement knowledge. Through an exploration of three various YouTube videos, focusing on senior secondary students engaged in health and physical education, this analysis will explore the various structures, strategies and teaching models a lesson can be formed upon and evaluate its implementation. Acknowledging the necessary presence for ICT in education, the importance of behavioural management strategies, guided discussions, student-to-peer activity and valuing communication. Each video’s exploration presents an understanding of elements involved in managing and guiding senior secondary students engaged in health and physical education.

Video three presents a ‘Purpose Driven PE Lesson [by] Kyle Redshaw’. This lesson incorporates games and sports (GS) through ACARA’s ‘devise, implement and refine strategies demonstrating leadership and collaboration skills when working in groups or teams (ACPMP105 – Scootle )’. Whilst focusing on emphasising class management as the student’s learning goal, Redshaw has implemented play-teach-play as one of his strategies (Graham, G., Elliott, E. and Palmer, S. 2016.) The goal of the play-teach-play learning design is to help create educational settings and sessions that are learner and activity centred. Ensuring an essence of both physical and theoretical learning. Further, theming this specific lesson with pop culture reference to Star Wars, enveloped throughout the activities including the music, movement and equipment. This strategy proves to engage the students effectively and provide a platform for the physical activities labelled ‘Jedi Knight Training’. The presence of ICT in education in the form of visual stimuli via projector, screen, websites, and videos are also evident throughout this lesson. Involving a large aspect of ICT in Education, ‘promotes higher levels of student engagement and learning results’ (Tinio, V.L.2003). The learning outcomes include development of self-responsibility, fitness management, teamwork, leadership skills, communication and personal fitness levels.

Video three begins introduction with an essence of reflective practice, engaging the students in discussion and building upon prior knowledge to introduce something new, as explored in Marzano’s Dimensions of Learning (2011). The use of a collaborative class activity (with sticky notes) engages all students to participate together to develop ideas and team working skills in identifying areas of activities their knowledge lacks (Class Management). A warm up is then followed by another discussion using a teaching method of experiential and debrief tools. Student-to-peer activities are then engaged, as explored in Moss’s four stages of inquiry structuring (Heik, T. 2019), this builds upon individual’s abilities to cooperate, communicate, compete and form appropriate relationships. Allocated time for students to collaborate on assignments is finally presented. This method uses formative feedback and ICT. Redshaw uses measuring students’ abilities to cooperate in activities, guided discussions, opportunities for students to identify key class management ideas as well as formative word processing as assessments.

Incorporating activities that can include more than two students at a time would prove quite beneficial to ensure the learning outcomes of ‘demonstrate teamwork and leadership skills’ are explored more thoroughly in video three. The use of group work allows students to use and build on their social skills, reasoning and choice making skills as explained in ‘Teaching Children and Adolescents Physical Education’ by Graham, G., Elliott, E. and Palmer, S. (2016). The assessment of learning could be improved by implementing a physical in class assessment. Introducing a challenging activity where teams could respectfully compete. An idea could include using a blindfolded obstacle course to assist focus on teamwork, relationship building and communication. This activity can still form under the Star Wars theme strategy, yet further enhances the learning outcomes. The use of ICT presently implemented, can also be guided by the teacher by providing students with more online tools such as complimentary interactive or informative websites to engage with and prepare them for their formative assignments. A PowerPoint presentation, providing visual information and key ideas, explored as a class by developing relevant mind maps or discussions about each slide would ensure those learners who don’t identify as auditory or kinaesthetic (Hoerner, N. 2013), apprehend the knowledge being taught (accessible via appendix 1 and 2).

The fourth video ‘One Wall Handball: How to Play in High School’, presents a beginning lesson of how to play handball by Bryan from the University of Louisiana at Lafayette. This lesson explores games and sports (GS) and lifelong physical activities (LLPA). Focusing on developing students’ skills and abilities to refine coordination, physical endurance, vocabulary, speed, form, reflexes, and competitiveness. In accordance with the Australian Curriculum, Assessment and Reporting Authority, this lesson stems from ‘Learning Through Movement’. The Australian Curriculum outcomes, emphasising the ability to ‘transfer understanding from previous movement experiences to create solutions to movement challenges (ACPMP106 – Scootle )’. Through this platform, students learn to apply more specialised movement skills and complex movement strategies and concepts in different movement environments. Bryan’s models for engagement involves a solidified use of demonstrations, partner work and teamwork. Along with use of teacher-to-student (Heik, T. 2019), encouragement, correction and guidance. This lesson is inclusive of all students, catering for various levels of student abilities and possible injuries.

As presented at 22:40 and 39:00 minutes, Bryan provides differentiation in altering the activities to suit the student’s needs. Thus ensuring all students meet the learning outcomes. The ‘Rubber band intervention’ presumably resourced from Dr Edward Hallowell’s behaviour-management strategy (2015), presents as a major strategy used in this video. An ideal way to engage all students in being aware of their participation, attitudes and behaviour. The sequence of activities in video four begin with an appropriate introduction for students, reflecting on knowledge and introducing the activities and rules. Followed by a warm up of strength, muscle building, student-to-student work, stamina building and a variation of an obstacle course. The warm up is to ensure safety in physical activity as expressed by the National Association for Sport and Physical Education. Demonstrations of activities and movements are presented throughout by the teacher, guiding the students through a series of specific handball moves and strategies. Bryan introduces students to the appropriate terminology for each variation as a way to develop the vocabulary use of the class. Following a group discussion, the learnings of the lesson are assessed through a successful game of handball, examining their appropriate follow and use of rules, strategies, movements and teamwork. Concluding the video with a collection of rubber bands to solidify the behaviour management strategy.

Whilst Bryan demonstrates a fantastic way to teach movement through partner work, improvements could be made in swapping over partners at intervals to ensure students are engaging in their social and communicative skills also. When the warm up course was introduced, students advanced to stations with their closer peers. Resulting in big groups of students and not all stations being covered. This could have been avoided with direct approach to planning how many students per station prior to beginning the activity. Instruction could then be voiced to form groups of 5 at each station or the teacher could indicate each student to a different exercise until all stations are full. Towards the conclusion of the lesson, students appear distracted from instruction. It would be beneficial to discuss with them what information and skills they gained from this lesson to ensure they stay grounded to the learning outcomes and if possible explain how this lesson will tie in with the next. An option could include a game of off-wall handball.

Video five, ‘Secondary Lesson Plan’ by Mr Mohlis, presents his class through games and sports (GS) and health benefits of physical activity (HBPA). Whilst this video’s content is small, there are recognizable strategies and activities implemented. Mohlis’s strategies invoked significant inclusion of all students, repetitiveness of methods and movement, and explanations for instruction. Video five can be perceived as reflecting on ‘how fair play and ethical behaviour can influence the outcomes of movement activities (ACPMP107 – Scootle)’. Following a recognisable sequence of an introduction, warm up, main activity and conclusion, Mohlis uses various challenges to engage his students and encourage participation. The main activity, combination soccer and basketball game, provokes competitiveness, athletic ability and team cooperation. He uses differentiation in swapping a couple players over and their positions. This also allows for injured peers to participate safely without strain. Learning outcomes for this activity include a development of teamwork, skills in passing, kicking, shooting, aiming and following the ball. Along with an apprehension of game rules, tricks, strategies and movements that do and don’t work to secure the ball. Mohlis all the while, explains correct and safe methods to perform movements such as kicking the ball, guiding the cohort in a manner of physical awareness that can reflect of the students’ own thinking. Video five finishes with a conclusive discussion, engaging students to reflect on the lesson’s outcomes and the effectiveness of activities. The assessment strategies viewed in this video include measuring individual team engagement, ability to attempt various positions (goalie, kicker or shooter) and how well the student works with different peers.

Improvements could be made via personal teaching models, providing an increase in individualised attention to skill and abilities of each student. Such as by correcting unsafe or off forms and movements along with confidently demonstrating the correct movement. A slight lack of solid communication was evident as it also reflected in the lesson’s non-solidified assessment. As explored in ‘Teaching Children and Adolescents Physical Education’ by Graham, G., Elliott, E. and Palmer, S. (2016), demonstrations are a necessary part of teaching physical education. Informational instruction involves explaining how to safely kick a ball, jump and catch and land without putting unreasonable stress on joints, preventing potential injuries. ‘Generally, the first demonstration should be of the entire movement or task’ (Graham, G. 2016). Including these instructions and demonstrations would benefit the students in being aware of their skeletal forms and developing a greater sense of bodily and spatial awareness. Whilst the opportunity to assess each student’s participation and ability is present in the main activity of the combination soccer and basketball game. It’s full potential was not rectified. A slight change of revolving each group and allowing students to intermingle with other peers and work with different people would significantly increase the effectiveness of the activity. In regards to the short warm up presented, the National Association for Sport and Physical Education (NASPE) recognizes the importance of a general warm-up, and recommends five to ten minutes of a cardiovascular warm-up activity followed by static stretching (NASPE, 2014). In reflection, extending the length of time allocated to warming up before the activity would encourage proper injury prevention, stretch of muscles and ligaments prior to engaging in rigorous exercise. This lesson also has the potential to involve some visual stimuli in the form of ICT. A PowerPoint on effective teamwork building could be explored to engage the students in discussion and familiarise them with honing communicative and social skills within the class (Appendix 3).

To conclude, videos three, four and five each exhibit strong lesson structures and use of various strategies that prove to engage all students in health and physical education. Each video includes the use of the back–to-wall strategy, utilising the space for movement and ensuring all students have the opportunity to see and be seen. A solid inclusion of warm up exercises ensure the prevention of injuries in all lessons viewed along with a clear outline of main activities and learning intentions. Whilst improvements can be made to each lesson, the underlying structures for each work well in engaging the entire student cohort without excluding injured or disadvantaged students. It is evident each lesson provides opportunities for senior secondary students in health and physical education, to develop both physical and mental skills via their interactions throughout the classes between the activities allocated, their peers and their instructors.

References

1. Australian Curriculum. (n.d.) Senior Secondary Curriculum. Health and Physical Education. Australian Curriculum, Assessment and Reporting Authority. Retrieved from: https://australiancurriculum.edu.au/f-10-curriculum/health-and-physical-education
2. Graham, G., Elliott, E. and Palmer, S. (2016). Teaching Adolescents Physical Education. Fourth Edition. Human Kinetics.
3. Hallowell, E. (2011). Dr. Edward (Ned) Hallowell on ADHD: a Ferrari in Your Brain. Retrieved from: https://www.youtube.com/watch?v=i5D56Cg7y4I
4. Heik, T. (2019). 4 Phases of Enquiry-Based Learning: A guide for teachers. TeachThought. https://www.teachthought.com/pedagogy/4-phases-inquiry-based-learning-guide-teachers/
5. Hoerner, N. (2013). The Seven Learning Styles. Inspire Education. Retrieved from: https://www.inspireeducation.net.au/blog/the-seven-learning-styles/
6. Kenneth H. Cooper MD (2014). National Association for Sport and Physical Education (NASPE). The Cooper Institute. Retrieved from: https://www.cooperinstitute.org/pub/news.cfm?id=32
7. Lavergne, C. (2012). One Wall Handball: How to Play in High School. YouTube. Retrieved from: https://www.youtube.com/watch?v=Vn2WCTJcEH8
8. Marzano, R.J., Pickering ,D., Arredondo ,D.E. (2011). Dimensions of Learning Teachers Manual. 2nd Edition. Association for Supervision & Curriculum Development. Retrieved from: https://ebookcentral-proquest-com.ezproxy.cdu.edu.au/lib/cdu/detail.action?docID=698905
9. MrMohlis1. (2012). Secondary Lesson Plan. YouTube. Retrieved from: https://www.youtube.com/watch?v=mSuZ-pZmYUI
10. Purdie, N., Milgate, G., Bell, H.R. (2014). Two Way Teaching and Learning. Toward Culturally reflective and relevant education. ACER Press.
11. Redshaw, K. (2013). Purpose Driven PE Lesson Kyle Redshaw. YouTube. Retrieved from: https://www.youtube.com/watch?v=T0NVJG8r1Z8
12. Reflective Practice. (2007). Examples of learning styles. Retrieved from: https://www.education.vic.gov.au/documents/childhood/professionals/support/egsls.pdf
13. Rubber-Band’ Intervention (2015). Intervention Central. Retrieved from http://www.interventioncentral.org/behavioral-interventions/challenging-students/problem-student-behaviors
14. Sabornie, E. (2009). Managing and improving behaviour in inclusive educational environments. [Web video]. Retrieved from: http://www.learnnc.org/lp/editions/every-learner/6691
15. Thomas, A., & Stratton, G. (2006). What are you really doing with ICT in physical education: a national audit of equipment, use, teacher attitudes, support, and training. Vol 37 No 4 pp. 627-632.
16. Tinio, V.L. (2003). ICT in Education. Unpan. Retrieved from: http://unpan1.un.org/intradoc/groups/public/documents/unpan/unpan037270.pdf

Introduction including an overview of the area inspected and activities taking place:

The above-mentioned report follows the health and safety inspection of the huge construction project of SHALIMAR CONSTRUCTION. It is a real estate company in Sargodha, Punjab, Pakistan. There are indoor & outdoor activities, storage of raw materials, site visitors, client consultation, and marketing of shops & apartments are performed. At the construction site, 120 employees are working including office staff, workers, supervisors, and helpers. The total investment of the project is approximately a hundred million rupees. The mall of Sargodha consists of 9 floors, 400 shops, and 150 apartments. I inspected the construction site and warehouse at the work site from 12:00 pm to 02:00 pm noon on Thursday 10 – 01 – 2019.

No. of activities are performed by the workers at a site such as ground-level excavation, manual handling of raw materials, and paint outside the building by the use of scaffolds, spray guns, and cherry pickers. Carpenters are working on the ground floor with bench-mounted circular saws without any safety guards. Indoor activities are performed as the welding of lift fitting with power welding a wet floor. Vehicles are loading and unloading materials in the warehouse and reversing in corners/blind spots without bank men. At the site, workers perform manual handling of carrying cement, bricks, and iron rods. Without sign boards and barricades, workers doing excavation near the main power supply line transfer. In the warehouse indoor activities are safe stacking, and storing of construction materials like cement, bricks, welding rods, LPG cylinders, iron rods, and wood to separate storage areas. Poor ventilation at cement storage and inadequate lighting at the warehouse.

Some workers wear personal protective pieces of equipment. Good welfare facilities are provided by the employer. The supervisors, HSE advisors, site engineers, and manager performed their work and wore different colors of helmets. Every floor is maintained by fire fighting lines, smoke detectors, and sprinklers.

The report is an inspection report that highlights the areas on the construction site regarding health and safety hazards and reduces accidents and incidents. To maintain a safe system of work, safe plant and equipment, and a safe environment must be provided. Finally, check whether it meets the legal standards or not.

Executive Summary:

I thank SHALIMAR CONSTRUCTIONS for awarding me the opportunity to carry out the safety and health inspection. It is highly appreciated that the construction site has good practices such as;

1. Separate toilet facilities for both workers men and women. Toilets are clean and maintained by the provision of cold/hot water facility, washing soap/liquid, etc.
2. A water drinking facility is provided on each floor for the employees with the option of cold and hot as per need.
3. At the site, each floor has minted fire fighting lines, sprinklers, and smoke detectors.
4. At the work area, adequate first aid treatment is provided to the employees.
5. The provision of separate lockers and restrooms is also admirable.

At the construction site, I also observed some major hazards, and the management should look at and rectify those issues which are as;

1. The scaffold is not operated by competent and well-trained persons. It is erected on uneven surfaces no proper guard rails are present and braces are not fitted properly. Toe boards have huge gaps which can lead to the collapse of the scaffold. People and objects fall from height.
2. The worker is painted outside of the building on the 5th floor. He didn’t have any edge protection or safety harness. He is using only a boatswain chair and spray gun.
3. The workers are working in the highly dangerous area where the main electrical power supply lines are present and the excavation job is under process. A little mistake of anybody leads to serious injuries, electric shocks, and burns, and in some cases, there are chances of death.
4. Welding of iron rods to fix the lift can cause a huge explosion because LPG gas cylinder storage is near the work. It can lead to huge explosions, fires, and burns of persons and property.

Therefore I recommended the management of the organization to improve the information level of workers, training level, proper instructions, and adequate supervision. And also provides a safe system of work, safe methods of work especially on scaffolding, excavation, fire, electrical and chemically related work, a safe environment, and safe materials and equipment

Main findings of the inspection:

1. Collapse of scaffold and fall of materials and persons (Observation No. 2 & 22)

Major accidents may occur in the work area due to the collapse of the scaffold, falling from the edges, and falling materials. The workers used scaffolding carelessly in the work area using uneven subsurface use for different heights, not properly placing braces, and broken-out riggers causing for the falling of objects and performance. Falling from height leads to head injuries, cuts, muscle stress, and pains. New scaffold materials incurred the cost of Rs. 60,000/.

2. Caves and excavations (Observation No.1)

At the work area workers excavated a trench of 20 feet. Here the vehicles are to be parked because it is an Act of law and the need for time to reduce the risks of accidents. I found that there is no protection in the shape of the anger sign board around the excavation and people slip and fall into the excavation.

The cost incurred on barricades is Rs. 30,000/-.

3. Respiratory and chemical hazards (Observation No. 10)

The paintwork is performed on the 5th floor outside the building by using spray guns. Due to cold weather paint takes more time to dry rather the summer season. The spray particles and droplets present in the atmosphere of the parkiareared may be inhaled by the workers which leads to suffocation and respiratory problems and alleadads to acute problems. It can also cause skin cancer, asthma, and a burning sensation in the eyes.

The cost incurred on Respiratory protective equipment, coveralls, and goggles is around Rs. 60,000/-.

4. Fire Hazards (Observation No. 12)

At the construction site, workers are performing the welding rods which are nearer to the LPG gas cylinders storage area and there is a risk that any spark of welding can contact with LPG gas leading to a huge explosion, fire, burns, and property damage. Here the organization may contact the loss of causalities and damage of property cost Rs. 10,00,000/- and other indirect costs and civil and criminal fines by the courts and other enforcement authorities and also the loss of goodwill of the organization.

The cost incurred on fire extinguishers and fire retardant materials is Rs. 70,000/-. Also, provide proper training and instructions to the workers.

5. Electrical hazards (Observation no. 19 & 21)

In the working area, the main electric power supply is located near the excavation area and it is unprotected neither by danger sign boards nor by barricades which can lead to electric shocks, electric burns, electrocution, and ultimate death. The secondary effects are falls from height, bone fractures, serious injuries, and head injuries.

Management should allocate adequate resources for proper signage barricading the high voltage electric cables and isolating the area which would cost Rs. 80,000/-

Conclusions:

I observed my health and safety knowledge and found major issues at this construction site. The major finding of this organization needs immediate action for the safety of workers and employees from HSE management. There are electric shocks and burns, people falling from excavation, collisions of vehicles with other vehicles and pedestrians, fire explosions, and following the safety and health policy and rules. Other safety pertain to noise, vibration, manual handling, biological and chemical effects, stress, poor lighting, inadequate ventilation, and heat control adequate control measures.

The employer provides adequate welfare facilities such as first aid provisions, a water drinking facility on each floor, a separate toilet facility, separate rest rooms, smoker zone areas, and a sea parade locker facility which is why workers seemed happy.

Finally, it’s my humble request to the management, that if any accident/incident may take place on the construction site take immediate action for the adequate recommendation for the implementation of safety and health culture.