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Running Head: RUNNING RECORDS

Portfolio Task #3 (Pairs): Running Records

Part One:
Student #1 - Name: Navkiran Sandhu (Group #15)

Date and Time: March 17, 2010, Afternoon


Student: Charlie (2 years, 4 months)
Location/Setting: Child Care Centre; Big Step
Observer: Navkiran Sandhu

Karen is sitting along with five kids on chairs around a round table and is serving them
snacks. While she is telling them, “The last one for everyone……and there will be
another cookie for you”, she hears the voice of Charlie who is calling her by her name
“Karen” from the adjoining room. She replies back to him promptly “I am coming,
Charlie” and quickly moves across the door towards the room where Charlie is lying on
a low baby cot. Some pillows and other paraphernalia are scattered here and there in the
room. Kneeling down on her knees near his cot and picking two children books lying
there, she asks him, “Yeah, I heard you are calling me again. What can I do for you?”
Charles reclining on his bed replies “Read a book for me”. She also reclines on the floor
alongside his right while handing over the books to him. Looking at the cover page of
the book, she reads out the title of one book, “I know a rhino” and “…..or what other
one?” as she tries to read the title of another book while peeping towards the cover page
of the second book held in the left hand of Charlie. Charlie replies while reading the title
of the book, “Those are sheep”. Then Karen asks, “Those are sheep, so which one would
you like to read? Charlie speaks his choice by pointing one book towards her while
saying, “This one” and puts another book towards his left side. Karen repeats the title of
the book, “I know a rhino” and then says, “Hey, it’s written by a boy who has same name
as you, Charles”. Charlie keeps on looking at the cover page of the book and then asks,
“What is that?” while pointing towards something on the page. She explains, “Looks like
a little… pot of sugar and the rhino is serving, could be tea or could be coffee into the
coffee cup or the tea cup”. Then, she opens the book while Charlie keeps on looking at
the book.

Navkiran Sandhu
RUNNING RECORDS 1

Student #2 - Name: Kuljit Kaur (Group#15)

Student Name: Charlie


Age: 2 years, 4 Months
Date and Time: March 17, 2010, afternoon
Location: Child-Care centre: Big Step
Observer Name: Kuljit Kaur

Karen is telling students sitting around a round table that this is their tea and last cookie.
Charlie called for Karen and she went to him saying, “I heard you calling me, Charlie, I
am coming”. Charlie is lying on his bed as he is feeling emotionally lazy and do not want
to go out for snacks with other students. Karen lies down on floor next to Charlie and
asks him what he wants to do? Charlie has two story books in his hand and Karen asked
him “which book do you want to read? And calls the name of the book, “I know a Rhino”.
Charlie looks at the other book which is still in his hands and says “It has a sheep”. Then
Karen says yes. Karen said that the book was written by a boy with the same name of
Charlie. Karen then explains the picture on the cover to Charlie as “the Rhino has a sugar
dish in his hand it seems like he is pouring tea or coffee into the cups”.

Kuljit Kaur

Part 2:

Difficulties We Encountered while Strategies We Used while Recording


Recording our Running Records: our Running Records, to be Successful:
1. As we learned from module 8, 1. We followed the strategy of
‘Written account recorded at time detailed recording of the
of observation’ (Fitzgibbon, 2018, situation, what is happening, so
Module 8, Slide 23), when we write as maintain its natural quality
the report during our observation, without interrupting the student
at that time we come up with the by making our physical
problem that instant report writing presence separate, as we
could impact certain qualities of learned it from our course, that
record like its clarity and running records are ‘Detailed
conciseness. recordings without intrusion
2. “It retells exactly what the student into student’s routine’
says and does in sequence, uses (Fitzgibbon, 2018, Module 8,
detailed descriptions” (Fitzgibbon, Slide 7).
2018, Module 8, Slide 3). During 2. We recorded it at the time of
the observation, sometimes it is observation without any
possible to flash out some unclear assumption, so that we can add
language while describing what all actions without making any
exactly happens. We found it hard change to them considering its
to stay on the track of correct and quality, as it “Records most
complete sentences in report. actions, all speech; all
RUNNING RECORDS 2

3. It was difficult to focus only on one spontaneous events”


child by ignoring other students in (Fitzgibbon, 2018, Module 8,
class. Distractions due to the Slide 7).
activities and talk of other students 3. As its very important to
made it challenging for us in the maintain respect and dignity of
beginning of the report. each child so, while writing the
4. “The observer records all behaviors running record we made all
that are demonstrated” efforts to maintain respect and
(Fitzgibbon, 2018, Module 8, Slide dignity of the student.
4). While writing the description of 4. While observing the student
every bit in running record, it and writing Running Record we
seemed like it is going to be over- tried to maintain
written, because it was open ended. professionalism. As the report
5. As we read about the running demand non-participatory and
record that it is “Naturalistic; but, naturalistic setting while
the observer should be physically observation (Fitzgibbon, 2018,
separated from the student to be Module 8, Slide 4).
observed and without immediate 5. We tried to maintain its
responsibility for the student (non- standard by making it correct,
participant observation)” complete and concise, so that
(Fitzgibbon, 2018, Module 8, Slide reader can get full
4). We found that even though we understanding about the
were physically separated from incident with minute details.
student, yet it was affecting the We wrote it in chronological
behaviour of the student. It never order, with complete sentences
stays natural; it makes him and full information of the
conscious of the presence of situation to make it easy for
someone else near him. other readers to know what
exactly happened.
6. We applied the strategy of a
confidential report by writing it
about only one student and
avoided using the name or any
information of other students.
7. We avoided using
perceptions and biasness in
the report and wrote the
report without being
subjective.
8. While writing report we kept
away our vested interests and
effects of the observer, as
playing the role of non-
participant. We wrote the
report without losing sight of
standards and did not
RUNNING RECORDS 3

reflected own opinion on the


basis of emotional response
of Charlie.
9. Considering the strategy to
avoid the biasness in record
we avoid expectancy error,
editorial power, observer’s
tendency and our prior
knowledge by reporting the
event in same manner as it
occurred in natural settings.
We also avoided judgemental
or concluded statements for
of Charlie’s behaviour.

How will you apply some of these strategies when conducting Running Records in
class, as an EA?

While working as an EA, we will utilize our knowledge learned through this module
while making Running records and will apply these strategies to write the report
accurately without any biasness.
1. We learned from here that in future also while writing report we will give
respect to student’s identity and will maintain their dignity.
2. Record it at the same time as we will observe it.
3. We will avoid the effect of observer on student’s behaviour by maintaining the
naturalistic setting while observing and will observe by being non-participant
observer.
4. Will write the report clear by using proper language and will include detailed
description of all the behaviour without emphasising on specific behaviour and
adding any perceptions.
5. We will add all the details of the event so that it can be used for variety of
purpose by the professionals.
6. We will write it professionally, considering our roles and responsibilities by
understanding the purpose or intention to writing the report.
7. We will make it confined by mentioning the name of only one student.
8. Avoiding all kind of biasness while report writing.
9. Writing it without losing sight of standards, emotional response, without
effect of observer, without vested interest, our assumption, judgement.
10. We will not use prior knowledge for judgements, own belief and attitude,
observer’s tendencies and editorial power and will write the report in accurate
manner describing the events in chronological sequence and in exact manner
as they occurred.
RUNNING RECORDS 4

References

Fitzgibbon, A. (2018). Assessment in Education. (Module 8). [PowerPoint]. Oakville:


Sheridan. Retrieved from
https://slate.sheridancollege.ca/d2l/le/content/455223/viewContent/6200165/View

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