### Morning Ring Activities ### Aim of Morning Ring Activities ### Teacher's Discussion of Weather Chart ### Learner's Health Condition ### Barriers for the Learner ### Learner's Strengths ### Me

**ACTIVITY 1: MORNING RING** **What activities did the teacher do during the morning ring? (1)** During the morning ring, the teacher engaged the children in welcoming greetings, singing songs, sharing personal news or experiences, and discussing the daily schedule. Additionally, the teacher might have encouraged the children to participate in interactive storytelling or simple physical exercises to kickstart the day. **What do you think is the aim of the morning ring activities? (1)** The aim of the morning ring activities is to create a sense of community and belonging among the children, set a positive tone for the day, enhance social and communication skills, and help students transition smoothly into the school day by understanding what to expect. It also provides an opportunity for the teacher to observe the mood and readiness of the children. **Did the teacher discuss a weather chart? If so, how did she/he do it? (2)** Yes, the teacher discussed the weather chart by inviting the children to observe and describe the weather outside. The teacher might have asked questions such as "What do you see in the sky today?" and "Is it sunny, cloudy, or rainy?" The children could have taken turns to report and then placed corresponding weather symbols on the chart. This activity helped children learn about weather patterns and practice descriptive language skills. **ACTIVITY 2** **Think of a learner with a health condition who might be in the classroom and answer the following questions:** **2.1 Briefly describe the health condition of the learner. (1)** Asthma: The learner has asthma, a chronic respiratory condition characterized by episodes of wheezing, shortness of breath, chest tightness, and coughing, particularly early in the morning or at night. **2.2 Identify and describe the barriers that the learner could experience. (1)** The learner could experience physical barriers such as difficulty engaging in strenuous physical activities, especially during an asthma attack. Environmental factors like dust, pollen, and cold air could trigger symptoms, making it challenging for the student to concentrate and participate fully in all classroom activities. **2.3 Discuss the learner's strengths. (1)** Despite having asthma, the learner may show strengths in areas such as creativity, problem-solving, empathy, and resilience. They may also excel in indoor activities and projects that require focus and attention to detail. The learner might have developed strong coping strategies and time management skills to manage their condition effectively. **2.4 How did the mentor teacher address the potential barriers that a learner with a health problem could experience? (1)** The mentor teacher addressed the potential barriers by creating an inclusive classroom environment. This involved keeping the classroom clean and free of potential allergens, allowing the student to carry an inhaler at all times, and offering breaks during physical activities. The teacher also modified assignments when necessary and ensured the student felt supported and understood by discussing the condition with their classmates in a sensitive manner to promote empathy and awareness.