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Early childhood educator characteristics
Skills of early childhood professionals
Early childhood educator characteristics
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Interview of First Grade Teacher
“I don’t think anything would help increase my joys, because I get excited every time I come in. This is truly a job where I don’t really think about the paycheck, I don’t think about the time, I pretty much get lost in my entire day, because I truly love what I do”, expressed Mrs. Leen . Mrs. Leen began her career in 2004, after realizing she had “the calling, and a love for kids”. Before making her final career decision, Mrs. Leen was studying to become a Speech Pathologist, but soon realized, like her family and instructors had insisted, that she was meant to be a teacher. Her educational career then consisted of four years of college and two years of the credential program. After asking her how helpful
Her aspiration was to write, but fell in love with teaching along the way. My dream is to teach, but I fell in love with creative writing along the way. I think my strengths play a big part in my determination to do what I love. Growing up, I was determined that I was going to be a doctor because in my mind that was the only way for me to help others and make my family proud. I had no passion for medicine only the drive to do something good, and then in high school I discovered a passion for the English language that makes me never want to stop learning. Julia Alvarez proves that I can still help people in my chosen field. I can still make a difference. I want to use my intellection and my context and the vast archives of information I store because of my input strength to help shape the minds of future doctors or lawyers or writers or artists or world
I have always been interested in working with children. Becoming a teacher has always been a potential career path for me; however, I recently discovered the position of a child life specialist which has further broadened my interest for a future career. Although they are not educators in school, they are extremely important since they are the educators for children and their families to help overcome difficult and/or challenging life events. As a child life specialist I will be teaching children and families in hospitals how to cope with their diagnoses, how a surgery day will go, how certain lifestyles will have to change, and much more.
I sat in my child development class in a “brick and mortar” classroom setting. What was I doing there? I was extremely interested in what the professor was speaking on and what was being discussed. However, I was beginning to doubt whether I wanted to continue in my current field of study, Speech/Language Pathology. I no longer felt I was being fulfilled. There was something lacking. I talked to a few of my friends who mentioned how much money I would make as a Speech/Language Pathologist. I heard what they were saying, but somehow it just did not matter. I had to find the missing link…….
Volunteering at a children’s crisis treatment facility, volunteering with Special Olympics, coaching children’s sports teams for 10 years and working as a substitute education assistant has increased my understanding of childhood development. Grandmound Elementary School provides me with opportunities to strengthen my leadership and collaboration skills, through teaching art (as a volunteer) to the 3rd, 4th and 5th grade and serving as PTA president. I was able to implement many enriching opportunities for students in areas of art, science, and reading. I learned to work as a team, set targets, achieve goals, give and receive guidance. Participating in these activities has confirmed that working with families and particularly children are my purpose.
An interest in the field of speech-language pathology was ignited in my mind and my heart at the young age of 9. It was career day in Mrs. Garrett’s third grade class and our school speech pathologist was speaking to the class about her profession. I knew at that moment that this was my calling. I was fortunate to have a support system that focused on helping my passion flourish, so my wonderful teacher arranged for me to spend a week with our school speech pathologist, during this time I was able to see how she helped students communicate. During high school, I was given the opportunity to spend two days per week volunteering with the elementary school speech-pathologist in our district. These experiences continued to shape my goals and dreams for the future. Unfortunately, my dreams soon came crashing down around me. As I prepared to apply for college, I realized that my parents had spent my entire college fund during a financial hardship. I was devastated by the setback, but decided to attend a community college instead, planning to transfer after two years. During my time at community college, I faced yet another setback, my parents were getting a divorce and soon I found myself without a place to live. Consequently, my grades and GPA suffered as I bounced
The interview I conducted took place in the courtyard of my complex in Smallville, with the interviewee and myself. For the purpose of his paper and to protect the adolescent privacy lets call her Regina. Regina is a fourteen-year-old adolescent female of Africa American descent. She is above average in height and carries a very shy and nonchalance deposition. She is a very attractive young lady and does above average work in her school setting. She appears to be a normal every day child with a lifetime of experiences awaiting her.
While growing up I had many ideas of what professional career I wanted to obtain, although until recent years, occupational therapy was not even a thought. It was not until my grandmother had a stroke that I even knew what occupational therapy was or entailed. I watched my grandmother participate in therapy leading her to learn how to tie her shoes again, and the things I thought were so simple as to dress herself again. It was during that time as high school graduation was approaching that I realized I wanted to be apart of that. I wanted to have a role helping others learn and exceed as she did because I seen how much joy it brought her. This experience opened my eye to the things we so often take for granted, that some people lose the ability of doing or lack the ability of doing. Throughout her journey of facing and overcoming these problems, it led me to a yearning to pursue this
In elementary school, she claims she wanted to be a teacher because she liked to tell others what to do; however, this reasoning changed when she went into high school. Throughout high school Katie’s chronic illness caused her to be absent frequently. These absences led some of her teachers to believe that she did not value her education. Her English teacher, Mr. Z, was the only faculty member who made her feel important. Mr. Z is the reason Katie became a teacher. During our interview, Katie frequently spoke about the importance of establishing an environment in which students feel confident and comfortable. Seeing how much her students have grown since the start of the year until now is the reason she continues to school, even on the bad
An effective school leader possesses skills to create, implement, evaluate, improve and share a staff development plan. I met with Ben Rhodes, Sandy Creek Middle School’s principal, to interview him on the specific elements of his yearly staff development plan. We began with the design process focusing on the district and school goals. District goals include improving literacy across the content areas in reading and writing, Guaranteed and Viable Curriculum (GVC). Guaranteed and Viable Technology (GVT), and Closing the Achievement Gap (Equity in Excellence). Using a variety of assessments to focus on specific needs, Ben Rhodes and Mary Sonya, our Pupil Achievement Specialist, examined CSAP, Explore, MAP, and RAD data. They use the Colorado Growth Model to help guide them to determine if students have made adequate yearly progress. Together, they created the plan that included the district goals mentioned above as well as continuing to include new technology skills, information on special education changes with Response to Intervention (RTI), maintaining current staff implementation of literacy goals and a new goal of raising achievement in math.
For the lead teacher interview assignment, I had the opportunity to sit down with and interview my son’s EC teacher from last year, Mrs. Hamm. Since my son started at the school last year, Mrs. Hamm has helped him in so many different ways. Mrs. Hamm has been teaching for over 20 years from her home state of Pennsylvania and more currently at Mount Energy Elementary School in Creedmoor, NC. Mrs. Hamm has been teaching at Mount Energy Elementary School in Creedmoor, NC for the last 12 years and recently awarded “Teacher of the Year”. Mrs. Hamm, up until this school year, was the main EC teacher for all grades Kindergarten through fifth grade at Mount Energy Elementary School. As of the present school year, the school district made the determination that she was over the acceptable number of students. As a result, they decided to hire an additional EC teacher and assistant to teach grades 3-5th and Mrs. Hamm would teach grades K-2. Mrs. Hamm was the teacher of 18 students until this decision was made, now with grades K-2, she has 9 students in her class.
At some point in life every child is asked what they want to be when they grew up. Some would say things like to become the president, be an astronaut, or even be a doctor. When I was asked this question I remember telling my teacher that I wanted to be a teacher, to help children learn and better their lives. Now that I 'm older I realize that I did want to help children learn, but not as a full teacher. I want to help children grow and speak better by becoming a Speech Language Pathologist. Being a speech language pathologist is more then just teaching people how to talk. It’s about teaching them to speak with a bigger vocabulary, teaching them how to help them with their semantics, morphology, or even syntax after someone has had a stroke
I’ll be doing the same thing year after year, but the repetition will make me find the best flow that works for me. This will teach me to master my skills and become better each year with each child. Acknowledging Pink’s theory of mastery, when someone is doing what they love even on the days they don’t feel like doing it (123). In other words, when someone loves what they do and they still have no regrets. Waking up every morning wanting to do the best in their field even on the occasional Monday blues. It reminds me of the real reason why I choose my career for the satisfaction of helping others. When we do something that we enjoy every day I think we don’t even noticed we have mastered it because we are so busy enjoy every minute. I wanted to make sure whatever I choose for my career, I was ready to do it for the rest of my life. To love what I do and I truly believe being a teacher will give me that. Knowing I will master my job not because I will focus on mastering it, but because when I figure out I had mastered it I wouldn’t have even notice
When I was younger, like most kids, I wanted to be a princess/ paleontologist/ superhero doctor, but it wasn’t until I procured my very first job as a lifeguard that I discovered my admiration for teaching. My boss noticed that I had a knack at helping the other lifeguards understand problematic concepts and offered me the opportunity to teach swim lessons. When he handed me the curriculum, I had no idea what I was doing, but I studied the concepts, created lesson plans, constructed my own treasure box, and tackled this opportunity with enthusiasm! A couple weeks into teaching the course, a student enrolled who inspired me to make teaching my career. In the midst of my bubbly three and four year olds, was a shy twelve year old girl who was
I chose to do my teacher interview in my home town at Richard D. Crosby Elementary School. This K-3rd grade building is very new, it was built in 2010. It has 4 pods, one for each grade level and has a large discovery center in each pod. The school is very colorful, with each pod a different color so the children find it easy to go from area to area. I did my interview with Mrs. Doe, a special education teacher. Her room has a lot of materials for learning and is set up to have several work stations for group activities. Mrs. Doe shares her students with other special education teachers and also has a special education classroom aide. My research question is how does a teacher’s perspective on learning reflect theories and concepts in educational psychology? Mrs. Doe is faced with many challenges in her classroom, overcrowding, multi-cultural differences, learning disabilities, several students with low socioeconomic status and English language learners. There are many challenges for Mrs. Doe to deal with, but she has been teaching for 21 years and has a lot of experience. She started out as a regular classroom teacher, but switched to special education and has done so well that when she asked if she could return to the regular classroom setting, the Superintendent begged her to stay in the special education department because of her success.
My love for teaching stems from the joy I experienced through my childhood in my family where both my parents were teachers. School always felt like a second home to me. Watching my parent sharing their enthusiasm with students during my occasional visits to school instilled encourage in me. In fact, nothing is more exhilarating than spending time watching passionate teachers engaging students who are eager to learn. During my education, I found myself subconsciously helping my classmates with their questions about schoolwork. However, I didn’t realize that it was my desire to be a teacher until I was offered the opportunity of being a teaching assistant during my PhD at Temple University.