Wait a second!
More handpicked essays just for you.
Essays on inclusive leadership
Inclusive leadership skills
Don’t take our word for it - see why 10 million students trust us with their essay needs.
More handpicked essays just for you.
Essays on inclusive leadership
Inclusive leadership skills
Don’t take our word for it - see why 10 million students trust us with their essay needs.
Recommended: Essays on inclusive leadership
With this in mind creating an activity that did this and was in line with curriculum knowledge and skills was a challenging task and I realized that this
The teacher will also give each group an iPad so, they can create their Popplet. The students will be given time to work on their experiment and to collect their
Essential to overcoming adversity is the ability to cause change in yourself and others. In the book, Boy on the Wooden Box, by Marilyn J. Harran and Elisabeth B.Leyson, Leon has to learn that he can’t just wait for his problems to go away and not do anything, to overcome his adversity he needs to work hard, not lose hope, and stay determined. This helps him to survive the Nazi oppression because he never gave up so he kept striving forward. Ultimately, Harran and Leyson show us that hope, hard work, and determination can give you the strength to accomplish your goals.. Being scared and weak can help you understand to not take life for granted.
Through implement activities in this classroom, I observed that children have capacity to use materials in variety of ways to learn and explore base on their experiences and interests. Even though I have planned my activity and image how children might approach to the materials, I restrain instructions and let children express how they play and learn. I stay beside to observe and assist when children needed. It is treasure to see how children excited to learn and be creative. In the classroom, I’m sensitive to individual differences and abilities.
I think there are many reasons the teachers should understand the Development Appropriate Practices prior to implementing creative activities to young children in the classroom. A teacher’s role in the Developmentally Appropriate classroom is to create an environment that promotes learning. Also, they are a facilitator and enabler. According to Kostelnik (1992), "...developmentally appropriate classrooms are active ones in which both teachers and students learn from one another. " From that view, the teacher must understand the three core components of DAP and what Development Appropriate Practice means so she/he can apply it in the classroom.
It's important for a teacher to know how challenging to make an activity, because as a teacher you don't want it to be too easy or difficult for a student. Sometimes as a teacher it can be difficult to assume the activities in your lesson plan are appropriate for the students. But the easy part about writing a lesson plan is taking existing sources or activities and combining them new your own ideas. This is called novelty (newness), because in lesson planning it can be either new or be taken from an existing source. In teaching there is also the idea of add new information prior to the previews lesson, this is called
The first step to fostering this type of student is using what Kohn calls the “working with model”. A hallmark of this style is permitting a child to resist respectfully if what they were asked to do is ludicrous or unnecessary. This may sound foreign, but Kohn strongly highlights that setting up this model allows students to shake the traditionalist views that children should be seen and not hear. Students should question things they do to understand how it benefits them in the long run This key contribution is essential for teachers because students in the classroom a say in how they are graded and disciplined is important to helping a child take ownership of their education and learning.
Teacher lessons are best designed for this learner to be practical, specific and with concrete examples. The Abstract Sequential learner learns best by teacher applications that provide practices for conceptualizing, analyzing, hypothesizing, synthesizing and drawing conclusions. The Abstract Random learner learns best with being provided the opportunity to receive instruction in an unstructured, (aesthetic preferred) environment where connections can be made to illustrate the mood or specific topic with the use of visuals such as, movies, videos by other technological methods. With the Concrete Random thinker, these learners gain positive experiences through brainstorming, creative problem solving, investigative activities and inquiry
When Ken Robinson said, “If you’re not prepared to be wrong you’ll never come up with anything original”, he mirrored some of the ideals both he and Elizabeth Gilbert have on creativity. Robinson’s views come from the eyes of an educator. He believes that schools are “squandering” the creativity out of children. His main ideas center around the fact that we need to stop teaching kids that subjects such as math are the most important. It is also important from his point of view that we rethink the meaning of intelligence.
Children are unique because they are not yet aware of the limitations and restrictions of the world. Therefore, they are more willing to take risks and question everything around them. Through our presentation, we hoped to emphasize how crucial it is to foster an innovative growth mindset in the classroom to ensure that as students mature, they remain passionate, curious, and fearless learners. Our idea of presenting the image of the child as “innovative” emerged from several reflective discussions that brought up our experiences of learning through play outside of the classroom. Throughout our conversations we realized that there was a common theme amongst the majority of the games we played at recess and lunch time.
I interviewed a third-grade teacher, Mrs. Morgan, at my former elementary school for this assignment. I let the teacher know that I am interested in her ideas in general, and that I am not asking her to give confidential information about any specific child. With that begin said, it broke the ice and made her feel more comfortable about the situation. I started the interview with the question, “What are your experiences with creative children in your classroom?” Mrs. Morgan said, “In my classroom I have had several experiences with creative children.
But on the other hand most people in our class struggled to find original and interesting ideas. This made me wonder if the education in our modern era is really collect. In our society when we go to an educational facility we are told to: “follow the rules”. I felt that this “common sense” itself is limiting children all over the world of thinking flexibly. For example, some government officers and parents say that every thing is dangerous as: ”the ocean is dangerous, playgrounds are dangerous, games are dangerous”Because of this, a lot of things are getting banned and following the rules is becoming more and more stricter.
The use of those four items, in addition to similar creative activities, I attempt to make my classes supportive, inclusive and entertaining so that students feel comfortable and well-engaged to carry on learning new things
Modern day schooling forces students to fit a mold only a select few can fill by creating too much structure and having an overbearing emphasis on math and science, when other, less structured extracurricular activities can promote respect, discipline, and teamwork. Most would agree that, in early stages of life, art is a detrimental and necessary part of any child’s early development and education. In fact, Pre-K through third grade’s education curriculum is usually centered around promoting early creativity and a fondness for learning. Kids learn math by counting colorful pieces of bricks. They learn both science and the basic principles of functionality by playing with train sets and toy cars.
Many lessons can successfully help in covering many aspects of the benefits associated with creativity. The teacher and teenager, all equally valued the experience and outcomes. All ideas were original and had a clear