Walt Disney Educational Reflection Paper

“All of our dreams can come true if we have the courage to pursue them,” Walt Disney CITATION. This is such a perfect message to give to our students when we become teachers because teachers should teach that every student can do anything if they put their mind to it, just like Walt Disney is trying to do. The belief that Walt Disney has should be the same belief that all teachers should have not only towards themselves, but towards the students as well. Sometimes their needs to just be a little faith and trust in order for dreams to come true on both the student’s and teacher’s end. I was able to see some of this faith and trust within the school system that I was observing in. The teachers had (mostly) high expectations for the students

I was finally able to see her perspective of the students and if she had changed in any way since I was her student considering she was a teacher that often intimidated me. Also while I was in her classroom I was able to observe the different students and the different attitudes of not only the individual students, but the classrooms as well. There was many different outcomes that I observed from the classes that related to theories of education

Of course everyone has to grow up at some point, it’s part of life, but people like Piaget has labeled even the stages of growing up that is unfortunately bound to happen to everyone. There are four parts of Piaget’s Cognitive Development. It begins with sensorimotor, goes to preoperational, concrete operational and then finally, formal operational. (45). Through these stages there are ages that he estimates that most people to through, but they are not exact and they are also not an exact itinerary that everyone goes through. (44). In the first stage, which is sensorimotor. This stage of Piaget represents when the child, often newborn to young toddler, is leaning their senses such as hearing, touching, tasting, smelling, and seeing. The children in this stage eventually will also learn their object permanence, which is realizing that an object still exists even if it’s not in sight and they also begin to develop goal-directed actions, which is exactly what it sounds like. (44*45). Goal-directed actions are when children intentionally do something to achieve what they were trying to do in the first place. (44-45). The second stage of Piaget’s stages is preoperational. This stage is supposed to start when a child begins to talk until the age of around seven and during this stage the children are starting to understand what certain objects are used for and they are also somewhat egocentric which is when