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1. Read the example of an Area of Concern below.          2. ​In your groups, brainstorm 3 questions that your team might be interested to find out more about the Area of Concern.​  - 1  scribe to pen the group’s 3 questions and 1 presenter to share. ​                      

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1. Read the example of an Area of Concern below.          2. ​In your groups, brainstorm 3 questions that your team might be interested to find out more about the Area of Concern.​  - 1  scribe to pen the group’s 3 questions and 1 presenter to share. ​                      

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Learning Circle: Consideration to identify AOC in the Scan Stage

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Learning Circle: Consideration to identify AOC in the Scan Stage

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What positive language are they referring to? Stating examples of such language would be better

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Which area of focus are they looking at? SED, L&L?

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1. When does this usually happen? (LC, MTL, SL etc)

2. Family background (older siblings?)

3. What kind of strategies were used/implemented before?

4. What are the posters that are used? (picture based, word based)

5. Which level of children are they?

6. Is it the majority of the children or only a small percentage?

7. Is it only in a particular class? Do all teachers face this AOC?

8. Which AOC is more important? SED - learning to play or L&L - speaking appropriately?

9. Frequency of teacher engaging children using the posters?

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Is this AOC related to K1 or K2 children?

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1) What strategies did the children use to solve their conflicts?

2) Is it the majority of the children or just a specific group of children who are displaying this behaviour?

3) Which age-group of the children?

4) What is on the poster displays?

5) What are examples of positive language that the teachers have taught the children?

6) When do they usually display these conflicts? Does it occur across multiple activities or only during specific activity?

7) Is there a language barrier among the children?

8) What are the proper skills expected of the children to play and interact with their peers?

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1. How was the positive language used to solve conflicts among each other

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Which are the settings (e.g. Starlight, MTL, etc.) this AOC occurs more?

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1. Duration used for strategies?

2. How are the posters being used?

3. The language used to praise the children?

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Will the background of the children or the children's upbringing a factor in having difficulties of thinking of strategies to problem solve a conflict?

Is there a lack of exposure or opportunities for children to practice problem solving skills? (As a teacher, do I give opportunities for the children to problem solve on their own?)

Do the children have the vocabulary to communicate with their friends?

Does the dynamics of the children affect this problem solving skill?

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How is the problem manifested/ how do the children show the behaviour?

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1. What kind of conflicts do the children reach out to the teachers for?

2. What kind of positive language is expected to be used in class?

3. How often are the strategies (posters) being used/reinforced in the classroom? intentionally or only when conflicts arise?

4. When was it mostly observed? During large-group discussion, learning centre or small-grp interaction?

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1) What strategies are indicated on the poster?

2)The teacher's ability and skills. Are they Novice or Beginning Teachers?

The teacher's profile could determine the effectiveness of the strategies.

3) What is the background of children? (Profile of children in the classroom)

4) What is the frequency of the strategies implemented in the classroom? If the teachers scaffold the children, they might want to follow it better.

5) What kind of interactions take place between them and their peers?

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How is positive language being currently taught to them using posters?

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What kind of activities are being provided for the children?

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2. Does this behaviour occur only for specific children or does it affect the majority of children?

3. How old are the children?

4. What was the positive language taught to the children?

5. What was displayed on the poster? What are the visuals shown on the poster? Have the children been introduced to the poster?

6. When do the conflicts among the students occur?

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1. Do they have existing centre based programmes?

2. Is the display relevant to the appropriate behaviour that should be displayed? Was it age appropriate for the children? Are there more words than pictures?

3. Does the teacher has a routine set or revisits the poster consistently?

4. AOC needs to be more specific? Is it K1 or K2? If K1, does the children need more time to settle in?

5. When and where is this behaviour commonly observed? Learning centre? Outdoor?