### TITLE: Morning Ring Activities ### TITLE: Aim of Morning Ring Activities ### TITLE: Teacher's Discussion of Weather Chart --- ### TITLE: Learner's Health Condition: Asthma ### TITLE: Barriers

### ACTIVITY 1: MORNING RING **What activities did the teacher do during the morning ring?** - The teacher welcomed each child individually. - Conducted a sing-along session to energize the children. - Read a short story to engage the children's attention. - Discussed the day's schedule. - Conducted a brief discussion on the calendar and the date. **What do you think is the aim of the morning ring activities?** - To create a welcoming and structured start to the day for the children. - To engage children and prepare them mentally for the day's activities. - To build a sense of community and belonging among the children. - To help children understand the concept of time and routine. **Did the teacher discuss a weather chart? If so, how did she/he do it?** Yes, the teacher discussed the weather chart. She started by asking the children to look outside and describe what they see. Then, she encouraged them to match their observations with the icons on the weather chart (e.g., sunny, cloudy, rainy). Each child took turns adding their input, and the teacher guided them to a consensus that was then marked on the chart for the day. ### ACTIVITY 2 **2.1 Briefly describe the health condition of the learner.** The learner, Sam, has Type 1 Diabetes, a chronic condition in which the pancreas produces little or no insulin, requiring regular blood sugar monitoring and insulin administration. **2.2 Identify and describe the barriers that the learner could experience.** - **Physical Barriers:** Sam might need to leave the classroom frequently to monitor his blood sugar or administer insulin. - **Social Barriers:** Sam could feel isolated from his peers due to his frequent absences for medical reasons. - **Educational Barriers:** Frequent disruptions could affect Sam's ability to concentrate and keep up with the study material. **2.3 Discuss the learner's strengths.** - **Resilience:** Sam demonstrates a strong ability to manage his condition independently. - **Cognitive Skills:** Despite his health issues, Sam shows good comprehension and analytical skills. - **Social Skills:** Sam is friendly and interacts well with his peers when not hindered by his condition. **2.4 How did the mentor teacher address the potential barriers that a learner with a health problem could experience?** The mentor teacher implemented flexible seating arrangements to allow Sam easy access to areas where he can monitor his blood sugar discreetly. The teacher also educated the class about Sam's condition to foster an inclusive environment and minimize social isolation. Additionally, the teacher provided Sam with handouts and extra tutoring sessions to ensure he stays caught up with the lessons.