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Example Of A Personal Statement For Early Childhood Education

629 Words3 Pages

Reflecting on my educational and practical experiences, I appreciate the infinite influence that teachers have on children. I realise that children will take the skills and knowledge learnt in the classroom and use it throughout their lives. I know a teacher has to deal with many daily pressures and challenges, in the classroom. However, I feel I require the skills needed to deal with these challenges. As a teacher I hope not only to be an educator but a positive role model, whom the children can look up to and trust.

The knowledge gained through my undergraduate degree in Childhood Studies; has equipped me with a solid foundation in the psychological, sociological and educational development of children. Through the course I learnt how to become an inclusive, versatile and well-rounded educator. As a result I was able to gain a 2:1 degree, which I hope will further demonstrate my academic ability to study at this level. …show more content…

This has enhanced and further developed my perspective and understanding of different teaching pedagogies. As a teaching assistant I supported two boys with autism from year 2 to year 4. During this time I would regularly have to adapt class lesson plans to cater to their specific needs, and use a variety of multi-sensory techniques, for them to access the lesson and enhance their learning further. At present I’m working as an outreach inclusions co-ordinator for the Greenwich Support Team for Education in Primary and Secondary schools (STEPS). As an outreach co-ordinator I support 15 schools within Greenwich offering support, advice and resources to teaching staff. To enrich the inclusive practices within the classroom and ensure that all children, especially children with SEN are able to have a full share in day to day

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Some of the things teachers should receive to better their inclusive classrooms are teacher assistants (Wilkins and Nietfeld, 115). It is not the job of the teacher alone to watch out and make sure that all the students are accepted. By having these assistants, the teacher will be able to provide the best atmosphere and have help to make sure every student feels as though they belong. By the end of the year, the students in these classrooms will have a greater level of confidence in themselves than those in non inclusive classrooms (Wilkins and Nietfeld, 115). Inclusion helps to make everyone feel better about themselves as they are bettering themselves in becoming more acceptance and removing hatred from their systems.

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853 Words | 4 Pages

I come to class with excited feeling and joy to learn and work with children and staff in this class. I dress appropriated clothes and comfort to work with children all day long. I avoid absences and spend as much as possible time in class to learn and be with children. I get used to the classroom routine schedule and ask with my colleague and teachers activities and events that occur between children that I don’t understand. I remain positive attitude in the classroom all the time.

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1518 Words | 7 Pages

The National Association for the Education of Young Children: Code of Ethical Conduct Introduction The NAEYC Code of Ethical Conduct offers protocols for an educators’ responsible actions, as well as offering support involving the ethical predicaments that are experienced in an early childhood education setting. (Gordon & Browne, Code of Ethical Conduct: Preamble, 2005). The Code of Ethical Conduct also addresses a range of professional relations with children, families, colleagues, and the community, as well as introducing the leading responsibilities for each relation; followed by ideals that mirror commendable professional methods, as well as principles that describe methods that are mandatory, illicit, or allowable. (Gordon & Browne, Code

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1629 Words | 7 Pages

The characteristics of a special education teacher in an inclusion class have been a joint collaborative effort along with the lead teacher. Previously, services were provided outside school grounds or in the general classrooms. Presently, services are provided in the general classrooms (push-in) utilizing a co-teaching approach. Despite the benefits of co-teaching as an instructional model, there is shockingly little literature on the adequacy of this approach (Tremblay, 2013, p. 251). A study was performed where Rea, McLaughlin and Walther-Thomas (2001) compared two models for students with disabilities.

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1113 Words | 5 Pages

And you must be mentally ready that not every day is going to be a good day in the classroom.” This had me realizing that teachers, put in so much of their time for their students and sometimes are not appreciated and given the credit they deserve. Besides the negative parts that can possibly occur she also explained how there are days where everything is going smoothly and there is so much cooperation and participation going on in class. With that being said I believe that although this career seems easy, teachers need to be mentally and emotionally prepared for each and every day in the

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1006 Words | 5 Pages

The inclusive practice enables all of the students (with or without disabilities) to indulge in same class and learn together in the same class and context. Inclusive practices may refer to the idea of amalgamation of individuals with disabilities with the individuals without disabilities and having no pity for them or any other feeling that make them feels their disability. This is quite an ethical, social and educational question whether it should be done and if yes then how and why it is to be carried out (Lindon,

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761 Words | 4 Pages

Another approach must be found to create a more inclusive educational

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843 Words | 4 Pages

Impacting a young life has long-term significance. In some cases, the impact a teacher leaves on their students has the potential to reside inside of their hearts for the rest of their lives. It is my desire to be a role model who inspires my students to be the best version of themselves, and one who leaves a positive lifelong mark. Furthermore, I believe it is of utmost importance for a teacher to make a connection with each student early in the year. These connections are essential for students to develop a commitment to their learning.

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1123 Words | 5 Pages

Each time people ask me why I decided to become a teacher, I always travel back in my life at the time I was a teenager. My dream was to serve to my country and be admired for doing it properly. I wanted to be a Police Officer; however, I also wished to leave a legacy in people’s mind and hearts, something that could live on after my life was drained from this world. Mustafa Kemal mentioned; “A good teacher is like a candle; it consumes itself to light the way for others”. When I read that quote eight years ago, I realized I wanted to be that light who guides children’s path during their learning process, teach them how to become in future candles in a world of darkness, I wanted to be one of the reasons why they come to school, to be part of them not only as a teacher, but also as a family member, because I strongly believe what we do in life, echoes in eternity.

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480 Words | 2 Pages

They take the time to know their students and know them well. They appreciate what attributes to each child’s story and take ownership of their role in the child’s life for that school year. I feel that I have the skills and attributes of an outstanding teacher because of the pride I take in the love and support I show my students and families. I know teachers have the power to make a lasting difference and I start every year with that mindset.

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860 Words | 4 Pages

Inclusion acknowledges that a child with a disability should be given opportunities to participate in a general education class. The teachers can make adaptation that allows the students to learn life skills, gain a sense of belonging while learning side by side with their peers, and learn to become self-sufficient. The participation of a student with a disability and that of one without a disability, increase their ability to communicate in a social setting, improve grades and performances on standardize test, minimized disruptive behaviors, help with allocating a paying job, and it helps to foster an acceptance of diversity, ethnic and religious being accepted by society. Inclusion is the lifeline to an inclusive society. Inclusive education is a multi-dimensional concept that will assist in shaping teaching practice.

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71 Words | 1 Pages

Fostering a tolerant, inclusive and friendly environment for special needs children by creating activities which will bring them closer to the community they live in. The activities to which they will participate outside school such as visits at museums or other activities will make children visible in the community and contribute to a better understanding in society of disability and the role of community in integrating them in their daily life.

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636 Words | 3 Pages

Inclusion is vital in helping to provide quality education for SEN pupils. “above all, inclusion is about a philosophy of acceptance where all pupils are valued and treated with respect” (Carrington & Elkins, 2002). Inclusion is often thought to be the location of your education but is more often than not about the quality of one’s education. The location has little to do with inclusion but more to do with where you feel you belong, some SEN children feel they cannot truly belong in a large mainstream school (Campbell, 2005). Sociological perspectives of inclusion often emphasis equality, respect, participation in decision making, rights, and collective belonging.

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425 Words | 2 Pages

I will discuss characteristics of an inclusive environment with examples of inclusive practice in my own school setting. I will talk about barriers to inclusion and relate them to challenges in my own context. I work in a DEIS School in Urban Band 2 which receives extra support

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1380 Words | 6 Pages

Teachers play a vital role in the society. Their impacts are felt by the lives of all children from different backgrounds, including those children with varying levels of understanding, abilities and those from families that exhibit wide range of cultural and linguistic diversity. Teachers are educators or instructors saddled with the responsibility of educating children by grooming and helping them to discover their talents (Rahman, Nabi, Akhter, Saeed & Ajmal, 2011). According to them, teachers have long-lasting impacts on the lives of students who live to enjoy the knowledge they avail to them. They have good classroom management skills, ensure good student behaviour, effective study and work habit (Tehseen, 2015).

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