Bimba Nipshira Kapuge

Successful Teamwork Contribution:

During my placement at Yales Avenue Public School, I had the opportunity to join a teacher-led excursion to the Easter Show at Olympic Park. This experience allowed me to observe and learn about children with challenging behaviors, particularly how they respond in unfamiliar and crowded environments. Given the hot weather and the large crowd, some of the children became physically and emotionally distressed, with a few refusing to participate in certain activities. However, as a team, we worked together to encourage and support the children. At times, we even participated in activities alongside them to provide reassurance. Comforting and calming the children when they showed signs of distress was a key part of our approach. Our priority was always the well-being of each child, especially those with additional needs. We made sure to give extra attention to those who required more emotional support, often holding their hands as we navigated through the crowd, ensuring they felt safe and supported. At one point, my supervising teacher entrusted me with the responsibility of looking after a few children who needed additional emotional support. While challenging, it was a rewarding experience that highlighted the importance of teamwork and collaboration. Ultimately, it was a successful outing, and I felt that we all contributed to the children's positive experience in different ways.

Success in Individual Contributor

During my practical work at Yates Avenue Public School, my supervising teacher asked me to work with a child who often refused to complete tasks. I noticed that he was highly interested in the flying foxes equipment at the playground. By building a positive relationship with him, I introduced a reward system: if he completed his tasks, he could play on the flying foxes.

This strategy proved effective, and as a result, my supervising teacher assigned me to work with him under her supervision. This not only helped the child to engage more with his tasks but also benefited other children by reducing distractions and fostering a more focused classroom environment.

Caring for a Child with an Intellectual Disability

Adam, a child with an intellectual disability, faced difficulties with fine motor skills, such as holding a pencil and opening his lunch box. He often refused to participate in activities he found challenging. During my practical time, I observed that he enjoyed playing with sand and play dough.

To extend his interest and develop his literacy skills, I wrote letters in a sand tray and encouraged him to trace them. Additionally, I provided different colored play dough for him to create his name, which helped strengthen his finger muscles. Together, we created the first letter of his name with play dough, and gradually, his entire first name.

Adam also enjoyed using colorful markers, so I asked him to trace different letters with different colors to develop his finger grip skills. This approach not only engaged him but also supported his fine motor development and literacy skills.