As a young child in school I can rememb Essay

As a teenage barbarian in educate I can hark fend for construction to myself, If I were a t both(prenominal)er I would never do that to my students At a precise young age, as young as the first frame, my soulfulnessal doctrine of Early Childhood Education was al discovery in progress and surfacing. My personal ism is to in hush up considerably ethical motive and value in exclusively churlren respect only s digestrren and their families cultures, ethnicities, race, beliefs, and structure treat severally chela fairly to ensure that every last(predicate) nestlingren olfactory modality equally redundant have families, communities, and educators maneuver as ane remain a heartlong advocator of childrenExhaust all resources before deciding to hold a child back a category and to maintain a constant fun, loving, safe, and dictatorial environment for for each one child. It is a doctrine such as the one I have set forth that result encourage all families to feel welco med, all children to feel loved, and everyone to unavoidableness to break down unneurotic as one in consecrate to aid in a childs best development. It all began in pre train and kindergarten while attending a Montessori direct in my town. My pre school day and kindergarten aim has had a abundant impact on my ideas towards nurture.I felt safe, secure, and special in school. I record specific activities that at my new school, when I transitioned in the 1st arcdegree, were not on tap(predicate) to me, such as learning and practicing popular activities like cleaning silverw ar, folding our blankets from alleviation time, preparing and cutting fruit to eat, and fall outing a clean and orderly castroom. Moreover, the root of my incorrupts and values developed from this peak in my life. I remember in school world taught the fundamental values of sharing, caring, listening, trusting, and creation honest.I learned that lying,stealing , cheating, hitting, and disrespecti ng elders or each other were bad. Influential movies and cartoons such as the Care Bears, Hug-a-bunch, Free to Be You and Me taught me almost love, hugging, sharing, caring, armed serviceing others and equality. My childhood from preschool to third alum was a critical time for me to ascend and learn, and much of what I follow throughd in the schoolroom and at home influenced how I would develop later and hence as the person I am at present.As a Substitute instructor with no background schoolroom experience or educational degree,I brought with me the strong moral and ethical values I birth as a person, my patience, love and fright for children, my passion for academics, and my past and personal experiences as a student in a categoryroom. One of the major intellectual influences was my experience in a Montessori School and then reading ab show up the Montessori Method in my present graduate class.I never realized that Maria Montessori was the first char to mystify a doctor in Italy, nor did I realize the specifics of the Montessori Method until I correlated my experiences with what was actually written and exposit to the highest degree in the book.For instance, She created objects for children to allow them to experience physical activities such as stacking, opening, closing, dusting, and connecting. Maria Montessori proverb this goal-oriented activity as childrens work and contrasted it with play, which she saw as unfocused and featherbrained (pg. 16). My personal philosophical system coincides with her beliefs because it is through this childs sense of work that morality and good values are developed.A child saying, Youve got dirty hands, you ought to wash them (pg. 17) is an modelling of a child who ordain reside to master parliamentary laws demands andexpectations on how to behave throughout life. Another person who has played an influential role in my life, and has acted as a mentor, is my second grade instructor. Its amazing t hat out of all my instructors from preschool through graduate school, my second grade teacher left the greatest theory on me.She possessed great patience and clarity when explaining new material to the class. She do me feel comfortable to ask questions or speak up in class, and I specifically remember her fanciful ways of teaching, such as the knock-knock game for subtraction, which do learning in her classroom so easy andfun. When I run into her she still shows concern for me and is eagerly open and unstrained to help as I become a teacher. She is definitely one of the reasons wherefore I decided to become an betimes childhood teacher, and she is a person who has had a major impact on my beliefs towards academia.On the other hand, other teachers who have helped rule my beliefs have done so by providing me with negative experiences in the classroom. For instance, some teachers would penalise the whole class because certain students were bad. I thought this method of corre cting bad expression was entirely unfair.Even though today I realize the technique ass the action, at the time I remember experiencing shades of helplessness, and today I never want another child to experience that flavour again. Another unfair characteristic displayed by some teachers was favoritism. By showing favoritism, it didnt make me, nor many of my classmates, feel special or secure in class. Lastly, my familiar, who is one year younger than me, and I were very close growing up as children. However, in the first grade his teacher held him and 6 other students back a grade on account of macrocosm too immature.My family was furious and no enumerate how many times my parents spoke with the teacher and administrators, the decision remained the same. As a result, my brother and I at one catch attended two different schools, we werent as close anymore, his self-esteem dropped immensely, he lost friends, and had to spend the rest of his life explaining and defending himself to those who questioned his age in semblance to his grade. My experience with having a family member subjected to being held back is why I intend that all resources must be faint-hearted before deciding to hold back a child.The decision should be a composite of the family, administrators, and other professionals opinions and thoughts. Most importantly, recognizing and intimate the child at hand, and how this decision leave impact his or her life. My beliefs have been carried out as a Substitute Teacher in the classroom. For instance, my belief in forthrightness for all children was illustrated when I thanked the good children of the class at the end of the day for being on their best behavior. Interestingly, the students thanked me in elapse for recognizing them because they said that teachers rarely acknowledge their goodbehavior because they are too distract by the students who misbehave. As a teacher I would use this same philosophy when treating my students. A good leve l of attend and strictness would be provided, along with a great deal of love, patience, care, and attention for each child. A safe and secure feeling lead permeate throughout the classroom in order to ensure an optimal learning environment for all children.My classroom for a second grade class would be setup and decorated as follows two alphabets, regular and cursive would bent grass above the blackboardsmy posters would contain knowledge about good manners, famous men and women in history, and lots of multi-cultural pictures so everyone feels welcomed seasons and thematic units go away provide further layout for decorating ideas the library battleground would have a big cosy chair for me to read and then subaltern comfortable chairs and a rug for the children to read and sit on during quiet or free timeThere will be math, language, and art games for them to play, and additional creative and unique learning strategies and games. I would have a very trusting and open-minded r elationship with parents, colleagues, andadministrators. I would also persevere an open mind when dealing with portentous circumstances, such as a child with a special need, or a child that misbehaves frequently. Each family unit varies, so I must be nice to an array of circumstances, such as the various formations of a family and structure, a parents style and beliefs of parenting, a child and families bread and butter situation, and a familys ethnicity and culture.Administrators and colleagues personal philosophies will be respected. However, the only way the child will develop positively consort to the schools philosophy is if the administrators and teachers guess and exemplify this philosophy also. So when views may seem opposite, its accepting the differences, respecting each others differences, and working through the differences that will make any school a positive and safe countersink for the children to learn. Also when approaching exceptional circumstances, a teach er needs to again keep an open mind, take an objective stance, and be flexible in his or her views, expectations, strategies, and procedures in resolving an issue.As a teacher develops his or her beliefs about early childhood education it is important to reflect upon the period of time when one was a student. retentivity an open mind to the way society and education as evolved overtime is a key factor that will help teachers better understand families, children, faculty, and their role as a teacher today. The child should be the main concern of the school, family, and community at all times. We are the educators, motivators, inspirers, and disciplinary for children. What we rely as educators will be reflected in the growth of each child.By connection teachers, families, communities, and administrators together as one, we are create a positive foundation for the children who are will be the products of our future. re conventional Hindu residential schools of learning typically th e teachers house or a monastery. During the Mughal rule, Madrasahs were introduced in India to educate the children of Islamic parents. British records show that indigenous education was widespread in the 18th century, with a school for every temple, mosque or hamlet in most regions of the country. The subjects taught