TMM #1. Social/Emotional Development 1.20 Uses compromise and discussion to resolve conflicts, 1.10 Demonstrates trust in adults.

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1 TMM #1 This TMM was made for Kyra because she is demanding to others and treats them disrespectfully by being mean to other girls in the room and purposefully excluding other girls from games and centers. When she starts a fight she often tries to handle it herself instead of seeking an adult. Social/Emotional Development 1.20 Uses compromise and discussion to resolve conflicts, 1.10 Demonstrates trust in adults. The jar on the left is the Warm Fuzzies jar. This is a spaghetti jar that has been recycled and used to help Kyra s behavior problems. This jar holds colorful pom-pom balls. The jar on the right is Kyra s jar. It only has a few pom-pom balls because she has to earn them. Kyra needed this TMM because she was demonstrating bad behavior and had no behavior reinforcement material. By creating this, we were able to let Kyra know the difference between how we treat others good and bad. Every time we saw her doing something good we told her to add a warm fuzzy to her jar. She loved doing this and watching her fuzzies add up. If she hit her goal at the end of the week she got to get something from the treasure box.

2 Sarah, S. (2010, August). Classroom management plan. Retrieved from TMM #2 Reference: I made this TMM for Kyra because she is unable to recognize all of the numbers She is one of the only children in the class who has trouble with number recognition. Cognitive/Intellectual Learning 3.7 Identifies letters (and numbers) and signs in the environment This TMM is called the Clothes pin number match The object of the game is to match the number on the clothes pin to the number of dots on the wheel. This TMM was made for Kyra because she needed a fun way to be able to learn her recognition of numbers By creating this game, she was able to concentrate more on the game compared to not being able to concentrate with number flash cards. Hopefully the matching of the written number to the number of dots would be able to help Kyra develop in this area. Clothes pin number match. (2009, August ). Retrieved from

3 TMM #3 I made this TMM for Kyra because she was unable to put the plant life cycle in order of sequence during their plant life cycle unit. I also noticed through my observations that Kyra struggled with order of order of sequence when doing morning worksheets relating to that subject. Cognitive/Intellectual Learning 3.14 Demonstrates the ability to order and sequence This TMM is created with laminated pictures of the order and sequence of the plant life cycle from seed all the way to the full grown plant. They are attached to a key ring so that I could mix them all up and Kyra could move them from start to finish. This TMM was made for Kyra because she needed a way to physically see and move the steps of the plant life cycle in order to determine what came next. Looking at pictures on a worksheet to determine what came next just didn t work for her. By creating the TMM it showed that she knew how to do it the whole time, she just needed another option of how to get to the answer.

4 Garden preschool pack 1. (2007). Retrieved from TMM #4 I made this TMM for Kyra because she was sitting for the majority of her recess instead of being physically active and demonstrating gross motor skills. Physical Development 4.9 Freely participates in gross motor activities. This TMM is created with a baking sheet. On the baking sheet and on the back of each laminated card is Velcro. This is a game to promote physical gross motor skills. The game starts by all of the cards being off. A timer is set for two minutes and the person holding the cards gets to choose what goes on the board next (so it s never the same predictable sequence twice). Whoever can complete all of the ten activities in two minutes wins. This TMM was made for Kyra because she needed a fun way to get active. She spent most of her time in the classroom socializing, so at recess she needed to be up and active instead of doing the same thing. Kyra really enjoyed this game, and so did her other classmates. They turned it into a competitive game on their own and had fun completing the challenges. This game was created to that Kyra would get up and be active, and it worked!

5 PE cards. (2009, August ). Retrieved from TMM #5 Reference: I made this TMM for Kyra because she was unable to sort different objects once they are all combined together. Cognitive/Intellectual 3.10 Classifies objects by physical features such as shape or color This TMM is made with a party dish and, a bowl, and random every day small objects. On the party dish, in each section, is a different item glued down for reference. In the bowl, all of the items are combined together. This allows for Kyra to see how to sort the items. This TMM was made for Kyra because she needed a way to be able to physically see how different items could be sorted. In their sorting game in the classroom, each different item is placed in its own container before sorting. However, when I dumped all of the items together and told her to sort them, she was unable to do it. She looked at me confused. By giving her an example by gluing down the pieces, then combining them together, she will be able to see how to properly sort them. Rainbow activities. (2010, September ). Retrieved from