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philosophies in early childhood education
Philosophy of early childhood education
philosophies in early childhood education
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Teaching Philosophy
The most important impact I want to have on students is that they remember me as a teacher who cares about their education. I want to leave an impact on each child’s life. My motivation to teach comes from a desire to help others and see student’s excitements as they learn new concepts. I believe teaching is my way to make a positive difference for each of my students.
My approach to teaching is based on the belief that my purpose at any school is to serve the students. I will focus on the long-term best interests of each student. Serving students begins with respecting them as an individual who can make worthwhile contributions to my learning and others’ learning. This type of respect also leads to taking a personal interest in my students so they know that I value them. Serving students goes beyond
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That getting the students to think that this is the main facet of education that is limitless, and my goal as a teacher is to teaching my students the material they need to know in order to progress further in the future. The theory I base this philosophy on is the relationship between the student and critical thinking involved. According to Piaget and Vygotsky, the cognitive approach relies on how the student thinks about their own achievement. That writing and thinking have an integral relation between the two. I believe they are wholly connected and interrelated that is impossible to separate the two. On my way as a beginner teacher, I recognize I have a lot of researching to do myself. In fact, I hope to be a lifelong learner in how to be a better teacher. I have begun this process my finishing up my last two years as an Early Education major at Concord College. I will also participate in future workshops and volunteer groups. I have already participated in the read aloud program in Education
Like most trends, it starts by an icon and others follow their lead. The trend of flappers was started by the famous 1920s icon, Zelda Fitzgerald. Zelda was the daughter of the richest man in the South and she could get away with whatever she wanted. Zelda loved to drink, smoke, spend nights with guys, speak her mind and break society’s unwritten rules on women. American women copied her by wearing short dresses, wore make-up, dancing nontraditional, layering beads over their dresses and partied, “desperate to be as cool” as Zelda (Fabulous “Zelda Fitzgerald: The First Flapper”). The beginning of the flapper era was expectable because most American men went off to war, leaving the women to work in factories, do industrial work, and work like men, so in order for women to relax and have fun, they went to parties and dressed the way they wanted. US History states that “Many held steady jobs in the changing American economy” including “clerking jobs that blossomed…increasing phone usage required more and more operators… women were needed on the sales floor to relate to the most precious customers — other women. But the flapper was not all work and no play. By night, flappers engaged in the active city nightlife. They frequented jazz clubs and vaudeville shows. Speakeasies were a common destination, as...
What caused the women and girls to become flappers was that a lot of men did not...
Some women of the 1920s rebelled against being traditional. These women became known as flappers and impacted the post-war society. People in the 1920’s couldn’t make up their minds about flappers. Some were against them and some were with them. Therefore, some people in the 1920’s loved and idolized flappers, I on the other hand, believed that they were a disgrace to society. These women broke many rules leading young women to rebel against their families.
Maslow’s Hierarchy of Needs is shaped like a pyramid. The first level or “base” of the pyramid consists of Physiological needs, such as: breathing, food, water, and sleep. The second level is labeled as Safety, involving security of body, resources, morality, family, and property. The third level includes Love for self, friends, and family, and the fourth level is titled Esteem such as: self-esteem, confidence, achievement, and respect of and by others. The fifth and final level is called Self-Actualization, and consists of creativity, morality, lack of prejudice and spontaneity. Maslow states that to fulfill these needs, you must start from the very bottom and work your way up, and that if your most basic
Partying, drinking, and dancing; these are the adjectives most commonly associated with the life of a flapper. While these descriptions are accurate, they do not inform people of the advantages and gains flappers made for the female gender. The flapper embodied the idea of freedom from the usual duties of a young female in the 1920s. These women were no longer tied down with the expectation that they immediately become a wife and mother, as well as being conservative and modest. By diving into a look at the fashion, music, and lifestyle of the flapper during the 1920s it will become obvious that they were not only independent, liberated, and enjoying many more freedoms than they had previously throughout history, but that they also helped to pave the way for future generations of women’s quest for independence.
In the 1920's the term flapper referred to a "new breed" of women. They wore short skirts and dresses which were straight and very loose. The arms were left bare and the waistline was dropped to the hips. By 1927 the length of the skirts had rose just below the knee which when they danced would be shown. The chests appeared to look very small and women would tape themselves to look even smaller. Bras were also sold to make them appear very small. Their hairstyles were cut very short and were known as a bob, another popular style that was later introduced was the "Eaton" or "Shingle". These styles had slicked the hair back and covered the ears with curls. Women started wearing "kiss proof" lipstick in shades of red, their eyes were ringed a dark black color, and their skin was powered to look very pale. One of the big things with the flappers were that they smoked cigarettes through long holders and drank alcohol openly in public now. They also started dating freely and danced all night long very provocatively. Jazz music was rising in population and the flappers brought it out even more. Not all women changed into becoming a flapper, yet the little numbers impacted the 1920's in a huge way.
Flappers were not only young women with good looks, they had an agenda behind their risky and flamboyant lifestyle. While good looks was not necessary, most women that identified as a flapper were considered very beautiful. Speakeasies became more popular as cabarets and saloons, where flappers usually performed and hung out. As the popularity of speakeasies emerged, jazz music started to boom throughout the United States. By 1925, jazz markets increased and jazz music filled the streets of every major city in the United States (Mowry) . Part ...
...hanges in women’s attitudes, actions, and morals left a great impact for women to be independent. The Flapper created a new emotional culture for women for all ages and races, as well as a new youth identity for herself. The 1920’s allowed women who never had their own voice to be reborn and to realize their roles in society. The decade will forever live on.
When visiting just about any school across America, students who attend come from all over the globe. This raises the question across America about bilingual education. This can create many challenges in and out of the classroom. The classroom should be a safe place for all students regardless of what native language they speak. In the essay Lost in translation written by Eva Hoffman, describes a foreign student who tries hard to fit in. Instead, Eva begins to feel angry, hurt and confused because people laugh at her. In Guiding Principles for Dual Language Education by Elizabeth R. Howard, Julie Sugarman, Donna Christian Center for Applied Linguistics Kathryn J. Lindholm-Leary San José State University David Rogers Dual Language Education of New Mexico. Guiding principles gives great ideas to educators to stop kids from making other students feel the way that Eva felt. After reading several articles about bilingual education, it is evident that all children in school should learn English but never lose their native language. When all the students speak one language, students will be less likely to make fun of each other. A good educator should learn enough foreign languages to aid them in effective communication in their classroom although; if an educator does not speak a foreign language, they should recruit within the classroom students to be peer mentors. However, a teacher should be willing to listen and encourage the students. Above all a good educator should be a good role model to their students by respecting their heritage and their language.
LSCB, (2013), SAFEGUARDING CHILDREN, YOUNG PEOPLE AND VULNERABLE ADULTS POLICY, (www.safechildren-cios.co.uk), [Assessed 1 November 2013].
...he future. This will ultimately develop students who have self-control and are empathetic citizens. Through my experience, I have learned that teaching is a profession that takes passion, courage, love, and an enjoyment of learning, if the teacher emulates these qualities, he/she can change the world one student at a time.
One of my management techniques will support my belief in caring for my students. I believe that showing students that they matter can really go a long way when I want them to do their best and respect me. I believe that showing respect for students, giving feedback, and working with students are three great ways to show students that I care. Showing respect for students is a concept from Alfie Kohn. He believed that we should communicate with our students to find out their feelings about given situations and about themselves. This forms a relationship with your students that is critical for classroom management. If my students feel as though they are cared about, they will be more apt to care about others. I want my students to respect each other, the culture we study, the language we study, and any other differences our classroom discusses. Along with this idea comes the importance of feedback. Feedback, when used frequently, “offers students more informati...
Education is a very important aspect of our lives. It is our education that makes us who we are and determines what we become. Therefore, education is not something to be taken lightly. As a teacher, my goal will be to provide the best possible education for my students. Every student is unique. I must see students for who they are individually and respect their ideas and opinions. Each student has a different learning style. I must take this into consideration because I want to provide a constructive learning opportunity for every student. I believe that every student has the potential to learn.
Classroom management is a necessary component to every classroom. It includes creating a set of rules and clear expectations that all students follow. This helps unify the classroom for both the teacher and students allowing for a smooth, effective, and educational environment. When the students are aware of what is expected, they are motivated in order to attain the goals dispensed by the teacher. Some students are naturally motivated and want nothing more than to surpass goals for the sake of triumph and pleasing the teacher. Other students need extrinsic motivation in order for them to become engaged in
In conclusion, us teachers must find ways to reach the minds of every individual by allowing them to express themselves and understand every lesson taught. My goal as a teacher is to provide to in each and every student with the necessary skills and knowledge so they could succeed on their own. I want to leave a memory of myself as a teacher who was not afraid to roll up the sleeves to help another student in any way and influenced others to do the right thing. My colleagues recall me a teacher who regularly participates and who was active to contribute assistance to the school community.