Wait a second!
More handpicked essays just for you.
More handpicked essays just for you.
Gender roles in th 19th century
Gender roles in th 19th century
Gender roles in th 19th century
Don’t take our word for it - see why 10 million students trust us with their essay needs.
Recommended: Gender roles in th 19th century
I am Maria Montessori; I was born in a very small town in Italy named Chiaravalle. This was in the 1870’s, my family was well educated and wealthy, but because I was a girl I could only follow certain traditional expectations for a woman. The most appropriate in my era for a woman, was to become a teacher. However, I have a lot of interest in science and I really want to go to medical school and become a doctor even if I have to break tradition to pursue my dreams. I am very persistent and I know what I want from my future, who I want to be, what I want to do, but because of the status of the woman I need more powerful help. I appealed to Pope Leo XIII to help me get admitted to medical school. My dreams were ambitious and very big for my era, and because I am a woman then everything was harder. Finally I was in medical school, and I should be happy, and I was, because I was pursuing my dreams, but on the other hand I have to constantly struggle with the resentment of the male medical students and my father’s disapproval.
As time goes by, my school classmates saw my passion in everything that I was doing and how much appreciation I had for chance to have access to education. Finally I had earned respect from my classmates and everything got a little easier. I discovered an interest in pediatrics during my last two years, and in 1896 I graduated from medical school. I became the first woman in Italy to earn a medical degree and become a doctor. My first job was at the University of Rome, Psychiatric Clinic where I observed children with retardation. (Puckett & Duffy 2004) Therefore, I discovered something interesting. Because I love to observe, analyze, deduct, and see what is happening. Problems do not exist in childr...
... middle of paper ...
...ow where everything belongs and with low shelves everything is accessible for them. Anytime they can use anything if they are inspired to do something, they can use materials, and in orderly way put everything back where it belongs. I want to teach the children to be bright and orderly. I don’t mean orderly as a very clean, perfect, and untouchable and this is not child friendly. Children are unique as they are from birth. As we as adults try to put them box as we think is appropriate, we do not respect what the child feels or needs and using our power of authority we try to decide what is the best which is not always the best for the child.
.
(for example, arranging classrooms with low opening shelves, and under create beauty and order in the classroom, select fine children’s books for the library). (Absorbent Minds, Maria Montessori, London, Clio Press 1949)
Graziano’s article over the handling of his son’s disability in the classroom also involves issues that relate to teachers detecting signs of mental illness in the classrooms, how teachers identify a behavioral troubled child, and training school counselors on the Section 504 policy that are all happening in the world today. Realizing these issues can help parents with giving their child the best out of their education and can also help teachers understand the importance of their relationship with students. Everyone should have the opportunity for a brighter future and having a learning disability should not be the end of the road for any student.
When I graduated high school, I really gave a lot of thought about what I wanted to do with my future and who I wanted to be. During this time, I read that psychologist often suggest people revisit the activities they enjoyed as a child. They claim that children spend their time participating in activities that bring them the greatest delight. Children do not think about salaries and retirement plans, they simply do what makes them happiest. This made me think back to how I spent my childhood and what I did in those years solely for the sake of it bringing me joy. That is when I realized that care giving and nurturing has been a part of my happiness since I was a child. Whenever a family member or friend was injured or ill, I would be the first in line to administer a Band-Aid or bring them soup in bed. When I was blessed enough to have everyone in my life be in good health, I would find an outlet for care giving in my stuffed animals. I would come up with fictional illness and ailments and find a way to care for them; whether it was constructing a tourniquet out of my hair ribbons, a cast out of duct tape or an oxygen mask out of sand which bags. When I allowed my imagination to run wild, I always found my greatest joy in nurturing. As I grew older I gave up my imaginary patients, but I never lost the happiness I felt when caring for another person.
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…….
At thirteen I left my home in sunny Miami, Florida to attend a boarding school in snowy Milwaukee, Wisconsin. During those four years I learned to be independent, and to work effectively with my peers. One year, a group of students and I began to visit patients every
Along with expanding the knowledge on abnormal learning and physical disabilities such as Down’s syndrome, Cretinism, and Cerebral Palsy, Dr. Gesell’s work is also known for supporting a belief in predetermined stages of development or disadvantages children face in life. Gesell died on May 29th, 1961. His works are still used in the classroom to influence and mold the minds of learning doctors and students to this day.
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
It's 8 o'clock in the morning and the corridors of Mill Road Elementary are busier than Grand Central Station. The only difference is that Mill Road students are about a foot shorter and ten times more energetic than your average Grand Central Station commuter. In comparison with the dorm room I have just left, these walls are papered with hundreds of drawings and paintings. The hallways could compete with any modern gallery in terms of sheer bulk and some critics might argue for their content as well. However, I did not wake up at 7 o'clock to view the Mill Road Elementary prized art collection. Instead, I am there to present the 3-step Disabilities Awareness program to several classes of supercharged fifth graders.
Arnold Lucius Gesell was born on June 21, 1880, in Alma, Wisconsin. His parents valued his education highly and early on he knew he wanted to be a teacher. In 1903 he graduated the University of Wisconsin and with his degree became a high school teacher and principle before entering Clark University which is where he received his Ph.D. Gesell believed in order to study child development, he must need some background in medical research and studied at Yale, receiving and M.D degree in 1915. Arnold Gesell established and directed the Yale Clinic of Child Development from 1911 to 1948. Gesell’s initial work was to study disabled children, and studied disorders like Down’s syndrome, cerebral palsy and cretinism.
However, women desired a higher education. Elizabeth Blackwell is a prime example of women’s fight for a medical degree, one of the first STEM environments available to women. In order to kick-start her education she wrote to all of the doctors that she knew, requesting advice and help. However, most of the doctors replied that they thought it impossible, that a woman would not be able to endure the rigors of a medical education, and that they feared the competition that women doctors would bring. Elizabeth persisted, finally making her way to Philadelphia, a city famous for its study in medicine, to stay with Dr. Elder, one of the few supporters of her education. Once here she continued writing letters and actually found many friends who agreed to support her cause, but unfortunately universities were not included in this list of friends. Elizabeth then pursued an education at the University of Geneva in New York where the Medical Faculty and students agreed to accept her. While at first the university cared about the press coverage that Elizabeth’s spot would bring, she eventually established her rightful place as a student there. Although she encountered some resentment among the wives of doctors and other people living in the small town, Elizabeth ...
Lehrman, Sara. “What is a Good Children’s Book?” The Reading Teacher. JSTOR. October 1969. Web. 27 Oct. 2011.
Mitchell, Sally. "Books for Children." Victorian Web. July 2002. National U of Singapore. 2 March 2003.
The classroom that I observed in was arranged in a simple way. In the dramatic play center there was a long coat rack and each hook was labeled with an image and name of the outfit. This was done so the children know where do place the clothing when they are done with it or cleaning up. Also in this center was a cash register, puppets, an oven, refrigerator, ironing board, sing, dishwasher, a table set and a comfy chair. Their block center was small, and sectioned off by a shelf and an arch way in the corner of the room. In this center there was also a table. I felt that they children would not have enough room to build although I did not measure the area. The art center had stamps, children’s art work, an easel, magazines and other essential art supplies. In the same area as the art center was the writing center. In this center was maps, chalk and chalk board, stencils, a ruler, notepads, loose paper and pencils.
Standing, E.M., (1957) Maria Montessori: her life and work New York: the New American Library, inc
Back at home, I was a student at the University of the Philippines taking up Bachelor in Secondary Education Major in Special Education from 2012 to July of 2015. During this period, I excelled in all of my subjects that led me to become a university scholar. Although I enjoyed every area of the discipline, I did extremely well
Denisha likes the color tissue papers – cutout hanging around the corners of the library. She likes the glass display case of pop-up books open with pop-ups objects displays. Inside the glass display case are seashell craft such as seashells turtles, seashells frogs, seashells people and sea shells trees. “This is a beautiful library,” says Denisha. “I like this library”.