As a young child in school I can rememb Essay

As a young tyke in school I can memorialize saying to myself, If I were a t each(prenominal)er I would never do that to my students At a in truth young age, as young as the first seduce, my individualized philosophy of Early Childhood Education was already in progress and surfacing. My private philosophy is to instill good ethics and value in each children respect exclusively children and their families cultures, ethnicities, race, beliefs, and structure treat each child middling to ensure that all children come up equally special suck families, communities, and educators make for as maven remain alifelong advocator of children bore all resources to begin with deciding to hold a child post a grade and to maintain a constant fun, loving, safe, and positive surround for each child. It is a philosophy such(prenominal) as the bingle I have set forth that will encourage all families to savor welcomed, all children to find oneself loved, and everyone to want to work tog ether as one in bon ton to aid in a childs optimal arrivement. It all began in preschool and kinderg dodgeen while attending a Montessori instruct in my town. My preschool and kindergarten go across has had a great impact on my ideas towards raising.I felt safe, restrain, and special in school. I remember specific activities that at my new school, when I transitioned in the 1st grade, were not available to me, such as learning and practicing everyday activities like cleaning silverw are, folding our blankets from slackening condemnation, preparing and cutting fruit to eat, and restraining a clean and orderly classroom. Moreover, the decide of my morals and values sustained from this period in my life. I remember in school macrocosm taught the fundamental values of sharing, caring, listening, trusting, and being honest.I learned that lying,stealing , cheating, hitting, and disrespecting elders or each former(a) were bad. Influential movies and cartoons such as the Care Be ars, Hug-a-bunch, Free to Be You and Me taught me about love, hugging, sharing, caring, swear outing others and equality. My childhood from preschool to trinity grade was a critical time for me to grow and learn, and much of what I experienced in the classroom and at home influenced how I would develop later and then as the mortal I am today.As a Substitute Teacher with no background classroom experience or educational degree,I brought with me the strong moral and ethical values I possess as a person, my patience, love and care for children, my furor for academics, and my past and in the flesh(predicate) experiences as a student in a classroom. One of the major intellectual influences was my experience in a Montessori train and then reading about the Montessori Method in my present potassium alum class.I never realized that Maria Montessori was the first woman to belong a doctor in Italy, nor did I realize the specifics of the Montessori Method until I correlated my experien ces with what was actually written and described about in the book.For instance, She created objects for children to chuck up the sponge them to experience physical activities such as stacking, escapeding, closing, dusting, and connecting. Maria Montessori saw this goal-oriented activity as childrens work and contrasted it with play, which she saw as unfocused and frivolous (pg. 16). My personal philosophy coincides with her beliefs because it is through this childs sense of work that morals and good values are developed.A child saying, Youve got dirty hands, you ought to wash drawing them (pg. 17) is an example of a child who will continue to master connections demands andexpectations on how to behave throughout life. Another person who has play an influential role in my life, and has acted as a mentor, is my sulphur grade teacher. Its amazing that out of all my teachers from preschool through graduate school, my second grade teacher left the greatest impression on me.She pos sess great patience and clarity when explaining new material to the class. She made me feel comfortable to ask questions or speak up in class, and I specifically remember her creative ways of teaching, such as the knock-knock hazard for subtraction, which made learning in her classroom so easy andfun. When I run into her she still shows concern for me and is eagerly open and willing to jockstrap as I become a teacher. She is definitely one of the reasons wherefore I decided to become an earliest 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 shape my beliefs have done so by providing me with prejudicious experiences in the classroom. For instance, some teachers would punish the whole class because certain students were bad. I thought this method of correcting bad behavior was entirely unfair.Even though today I realize the technique behind the action, at the time I remember exper iencing feelings of helplessness, and today I never want another(prenominal) child to experience that feeling again. Another unfair characteristic displayed by some teachers was favoritism. By showing favoritism, it didnt make me, nor m whatsoever of my classmates, feel special or secure in class. Lastly, my brother, 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 being too immature.My family was furious and no matter how many times my parents spoke with the teacher and administrators, the finis remained the same. As a result, my brother and I at one point accompanied 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 comparison to his grade. My experience with having a family member subjected to be ing held back is why I believe that all resources must be exhausted 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 knowing the child at hand, and how this decision will impact his or her life. My beliefs have been carried out as a Substitute Teacher in the classroom. For instance, my belief in fairness 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 return for recognizing them because they said that teachers rarely detect their goodbehavior because they are too distracted by the students who misbehave. As a teacher I would use this same philosophy when treating my students. A good level of control and strictness would be provided, along with a great deal of love, patience, care, and attention for each child. A safe and s ecure feeling will 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 hang above the blackboardsmy posters would contain association about good manners, famous men and women in history, and lots of multi-cultural pictures so everyone feels welcomed seasons and thematic units will provide further layout for decorating ideas the library area would have a big comfy chair for me to read and then elfin comfortable chairs and a rug for the children to read and sit on during secrecy 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 relationship with parents, colleagues, andadministrators. I would also keep an open mind when dealing with exceptional circumstances, such as a child with a s pecial need, or a child that misbehaves frequently. apiece family unit varies, so I must be sensitive to an forces of circumstances, such as the various formations of a family and structure, a parents style and beliefs of parenting, a child and families living situation, and a familys ethnicity and culture.Administrators and colleagues personal philosophies will be respected. However, the only way the child will develop positivelyaccording to the schools philosophy is if the administrators and teachers believe and defend 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 place for the children to learn. Also when advance exceptional circumstances, a teacher 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 d evelops his or her beliefs about early childhood education it is important to reflect upon the period of time when one was a student. Keeping 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 believe as educators will be reflected in the maturement of each child.By joining teachers, families, communities, and administrators together as one, we are edifice a positive foundation for the children who are will be the products of our future. re traditional Hindu residential schools of learning typically the teachers house or a monastery. During the Mughal rule, Madrasahs were introduced in India to educate the children of Muslim parents. British records show that indigenous educati on was widespread in the 18th century, with a school for every temple, mosque or village in most regions of the country. The subjects taught