Portfolio Task #3 (Pairs): Running Records

Part One:
Student #1 - Name:____Emma Slattery_______________
Copy and paste your running record here:

Diego in the striped shirt cries loudly, Adult A sitting on the couch with Student B on
her lap. He cries while Adult A says, “Is that your car”? ``Diego says, “Mine, Mine,
Mine” to Flavio as he takes the car from Diego’s right hand. She leans over and tells
Diego, “Flavio, Mine.” He reaches his right hand towards Favio and tries to grab the
car out of his hand. He screams and Adult A repeats to Diego, “Flavio Mine, Flavio
Mine”. Adult A says to Diego, Flavio Mine. Adult A says Flavio give the car back
to Diego.”1, 2, I’m going to take it and give it back to Diego. Diego and Flavio both
grab at the car. Adult A grabs the car from Flavio and says, thank you. Flavio cries,
Adult A says, we say thank you. Flavio cries when Adult B comes in and takes by
the arm and talks to him in a different language and Flavio follows Adult B outside
of the room. Diego plays with the car and rolls it back and forth. Diego and Student
B start to look for him. Adult A says that he’ll be right back. Flavio returns to the
room with a carton of milk.

Student #2 - Name: Ayesha Haider

Copy and paste your running record here:

Diego is in the daycare centre with Attendant A(Litsa). There are four kids in the room including
Diego. Diego is trying to explain attendant A about his car that has been taken by student A(Flavio).
Attendant A is holding his arm and asking Diego" is that your car?" Diego is heading towards his toy
car and pointing student A while saying "Myo Myo". Attendant A is putting her left arm in front of
Diego while asking Diego "Say Flavio mine". Diego is heading towards his car and pointing his hand
towards studentA. Diego is being asked to use the words"say Mine". He is taking the car from student
A while trying to pull the car towards him. Lista is counting"one, two". Diego takes one step ahead and
grabs the car from student A who is moving towards the window. Diego takes the car and Litsa
says"thank you". Student A screams and is taken away by the Attendant B(Catherine). Diego comes
closer to attendant A looking at student A going with attendant B. Attendant A is saying to Diego "no
Flavio that's mine".Diego is sitting in the window and playing with his car. Now he comes to attendant
A who is reading a storybook to baby student B (Maya).

Part 2:
Difficulties We Encountered while Recording Strategies We Used while Recording our
our Running Records: Running Records, to be Successful:

· … In the running record that we observed, · … As discussed in Module eight, a running

we are subjective as we are focusing on a specific record should have sure that the information
skill or person during our observation (Tate, included is of the one student (Tate, 2019).
2019).
As introduced in Module eight of the course. You
In Module eight it is important that the running
need to have “strong language abilities to get your
record should be open-ended (write down
message across to the reader (Tate, 2019).
everything that occurs, no particular guidelines
· … In Module eight it was said, you may (Tate, 2019).
interpret something entirely different that is
happening in the observation at hand in the
language that is being used (Tate, 2019). It is beneficial to observe the patterns that occur
that way while the behaviour is happening (Tate,
2019).
It is challenging that a running record is not
participatory in the way it is executed (Tate,
2019). It gives the audience a clearer picture of what is
going on when the observation is taking place as
the details given provide the reader with a better
..It requires strong data recording skills strong idea of specific details that are going on (Tate,
writing abilities and “data recording skills” 2019).
There is less room for bias to enter the report. As
it affects the overall
..It needs a lot of quick writing in the moment
while observing the student.
Running records can be done by anyone it is not
limited to professionals in the field (Tate, 2019).
...They are long laborious so needs to have strong
writing skills to capture all of the events with They are not as bias as they are written in that
accuracy. moment (Tate, 2019). Which makes it more
accurate and there is no room for judgment from
the observer (Tate, 2019).
.. It is difficult to avoid biases during observation
especially effect of observer and editorial power
that could creep into the observation · …
· …
.. A full depiction of what is going on can serve
helpful for a multitude of reasons for example,
developmental assessment, ….
How will you apply some of these strategies when conducting Running Records in class, as an EA?

It is important as Educational assistant that we focus on the skills and abilities of we need to be focused
on the skills and characteristics of our students when doing running records. It is important that we
don’t come in with our preconceived notions of what we think is going to happen. We need to access
students fairy based off their strengths of what they can already do. It is critical to write down exactly
what the student is doing as this helps with sharing it with the school team who works closely with the
student regularly. With running records is a useful tool in helping and supporting students in reaching
their milestones by constantly observing them and checking in with students. It needs to be done with a
purpose what are we looking for specifically for the students to achieve in the future. We need to have
detailed notes in which don’t affect the student and their every day routine (Tate, 2019), In a running
record, it was introduced in Module 8 that we need to look out many different things when conducting
a running record as it is important that we don’t let biases enter into the report where it becomes
subjective in the student we are observing (Tate, 2019). We need to look for all behaviours as this will
help when writing up the report as not to confine ourselves to particular categories that we need to
specific information into. We can make sure that we that we say neutral when carrying out the running
records. We need to examine our own values and beliefs when doing running records (Tate, 2019).

As EA’s we need to be focused on the skills and abilities of our students when doing running records.
It is important that we don’t come in with our perceived notions of what we think is going to happen.
We need to access the students fairly based off their strengths of what we already know what they can
do.
In a running record, it was introduced in Module 8 that we need to look out many different things when
conducting a running record as it is important that we don’t let biases enter into the report where it
becomes subjective in the student we are observing (Tate, 2019). We need to look for all behaviours as
this will help when writing up the report as not to confine ourselves to particular categories that we
need to specific information into. We can make sure that we that we say neutral when carrying out the
running records. We need to examine our own values and beliefs when doing running records (Tate,
2019).
As discussed in Module eight of the course, as Educational assistants we need to make sure that we are
being objective when doing our observations making. It is important to include relevant details of the
event as this will give the audience a better understanding of the skills and abilities we are looking for.
It is essential to that includes all the details in the observation of the behavior we are observing for in
particular (Tate, 2019). There is no room in the running records for subjectivity as discussed in
Module 8.