What does it take and whom must you be to serve children as their teacher?
You must be patient.
They say, whoever they are, that patience is a virtue. I know as a teacher and a mother, that being patient is a necessary element that we must develop in our character. I confess that it is an everyday skill set that we as in our human nature, struggle to be consistent with on a daily basis and from one situation to the next. I believe that in terms of the character assets that we need to approach the world with, patience is one of those acquired assets that can make life more doable and enjoyable. Patience sets the tone of how the world will respond to us. It can be quite a challenge to be patient with adults because our expectations for their behavior and attitude is that because they have life experiences under their belt and an archive of lessons from which they should have learned and evolved, that adults would operate from a space of wisdom and integrity.
However, when it comes to children we have a responsibility as the adults in their life, to be mature and far more understanding and patient as we lead them, guide them, and nurture them through their childhood experiences. They are truthfully and righteously are supposed to be able to depend on us to be compassionately patient. What does this energetic response of patience need to sustain itself? Well first, it calls for us to be patient and understanding of who we are as a human being coming from our own life experiences and come to a realization that we are not perfect, we are called to, as is everyone , knowingly or not, called to practice the art of perfecting ourselves in our own unique divine identity, and that this art of perfecting the evolution of our soul expression is what life is all about.
We must see each other, especially children, in that light so that they are free of judgment and other people’s expectations. Can you imagine what the world would be like, and even better, what a child’s childhood would be like if they were surround by, and showered with patience, which in the core of patience love is the foundational element? Can you imagine how much children would learn in their school environments and in their home environments if they knew their caregivers nurtured them with patience? How do you feel when someone has treated you with “compassionate patience”? I know from my life experiences that not only does it instill more patience for me to share with others, but it inspires me to take flight and soar. It makes me feel like I am valued and that I have unlimited potential. I believe that this is what we want for our children. Think about it?
Sé que con todo lo que está ocurriendo en el mundo y en nuestros países individuales, estamos en un punto en el que nos damos cuenta de que es fundamental involucrar y apoyar a nuestros docentes y al sistema educativo en el que navegan y aprenden. Tenemos que llegar a la comprensión de que las personas que están enseñando, guiando y criando a nuestros hijos en una institución de ladrillo y mortero, no solo son humanos en su diseño, sino que también están tratando de navegar su propia vida personal y los desafíos de la vida que enfrentan a diario, pero los maestros y administradores también están tratando de navegar las expectativas de un sistema arcaico que no está centrado en el niño. La vida nos desgasta a todos y los maestros no son diferentes. Es interesante reconocer y reconocer que, al igual que la relación de un niño con los padres, los niños saben cuándo un maestro no está contento y está luchando por equilibrar sus emociones para que no haga que el niño se sienta inseguro o desatendido.
Existe una relación única entre un niño y su maestro. Es importante que la conexión inicial se establezca con amor, respeto, compasión, devoción y compromiso. Los niños son realistas, más de lo que les damos crédito. Saben que no vamos a ser felices las 24 horas del día, los 7 días de la semana y son, a su manera, intuitivos y atentos, van a responder a dónde estamos emocional y físicamente. Les encanta cuando los maestros pueden compartir su alegría y entusiasmo por lo que está sucediendo en el entorno de aprendizaje y el plan de estudios. La alegría es contagiosa y les hace sentir que nosotros, como maestros, estamos en sintonía con sus deseos y necesidades y estamos comprometidos con el segundo lugar y la parte más importante de su día.
Siempre les digo a mis estudiantes de magisterio que es importante cuidar su salud mental, física, emocional y espiritual. Es importante que los maestros tomen “Cuidado para los Días de Sí Mismo“, cuando saben que no pueden ser equilibrados y saludables con los niños que están a su cuidado. Los padres tienen que practicar la misma modalidad en su crianza. Ninguno de nosotros puede estar las 24 horas del día, los 7 días de la semana, por lo que tenemos que construir tiempos y formas de darnos un “Tiempo en”. Un momento en el que nos alejamos de nuestra rutina y “vamos hacia adentro” y recuperamos nuestra paz y compostura. Utilizo el método de “Tiempo Dentro” no el método de “Tiempo Fuera” con los niños, porque siento que cuando están desequilibrados, ¡están pidiendo un tiempo para estar conectados, no desconectados con alguien que “los ve“!
Es tan importante y saludable para nosotros buscar a las personas, cosas y experiencias que apoyan y sostienen la “Alegría” que yace dentro de la expresión de nuestra alma. ¡Nuestra “Alegría” es creada por nosotros y está alojada en nuestra “Alma”! ¡Somos responsables de proteger nuestra “Alegría” de cualquier persona, cualquier cosa o circunstancia en la vida que intente “Llover sobre nuestro desfile o proyectar sombras sobre nuestra luz solar”! Todos tenemos momentos en los que sentiremos dolor y estaremos estresados, pero la clave para estar “Llenos de Alegría”, es solo permitir que esas emociones pasen a través de nosotros y no permitir que esos sentimientos se instalen en la expresión de nuestra “Alma”. Todos merecemos “Alegría” y para poder ser elegidos para servir a los niños, o para ser sus padres, debemos dejar que nuestra “Alegría” traiga luz y amor a sus vidas.
¿Qué se necesita y quién debe ser usted para servir a los niños como su maestro?
Debes estar preparado intelectualmente y comprometido a ser un “aprendiz de por vida”, porque entiendes que “siempre hay más verdad y conocimiento” que aprender. Debes entender que a medida que continúes aprendiendo y mejorando tu vida, no solo te beneficiará a ti, sino también a la vida de los niños a los que sirves.
Como educadores, es nuestra responsabilidad seguir aprendiendo y mejorar nuestras vidas para que crezcamos en todas las áreas de nuestra vida. Quiénes somos y lo que sabemos y tenemos que compartir con los niños es una parte fundamental de la enseñanza y la tutoría de los niños. Si no hemos participado en actividades que proporcionen recursos y contenidos para nuestro currículo para los niños, entonces estamos limitando y privando a los niños del acceso a la riqueza del conocimiento que el mundo tiene para ellos. Muchos maestros y administradores experimentan “agotamiento”, porque se resignan a creer que no necesitan volver a la escuela, viajar, unirse a grupos de interés, leer por placer y desafiarse a sí mismos a hacer cosas que están “fuera de la caja” para ellos.
Nosotros, como educadores y padres, somos modelos a seguir para los niños. Si nos ven disfrutar de la lectura y explorar el mundo como aventureros, ellos también quieren explorar y descubrir los tesoros del mundo. Por su propia naturaleza, los niños son curiosos e intrépidos. ¡Quieren saber el “por qué” de las cosas! ¡Quieren saber cómo funcionan las cosas! Necesitan experiencias prácticas y tiempo para aventurarse en un aula ambiental o en su aula al aire libre que proporcione una gran cantidad de contenido que sea apropiado para su edad y cognición para su edad y/o madurez. Creamos el contenido y los entornos que apoyan el crecimiento de los niños en los 4 dominios de su ser.
Sé a título personal que me comprometí a ser un “aprendiz de por vida”. Me comprometí a hacer siempre cosas y aventurarme en cosas que ampliaran mi aliento de conocimiento sobre la vida y el mundo para seguir siendo un recurso en mis escritos y defensa. Es una parte importante de nuestro diseño humano alimentar nuestros cerebros y mejorar las expresiones de nuestras almas. Los niños merecen lo mejor de lo que somos y de lo que podemos llegar a ser para que podamos guiarlos y nutrirlos en su “Viaje Divino de la Vida”.
Como padres, tenemos la responsabilidad de desarrollar una relación con los maestros de nuestros hijos y apoyarlos y alentarlos a continuar aprendiendo y proporcionar un plan de estudios relevante y emocionante para nuestros hijos. Podemos traer recursos para que exploren. Podemos ayudar a proporcionar excursiones, y siempre tuve padres que formaron un pequeño grupo de apoyo para padres interno para que siempre tuviéramos recursos más allá de lo que la escuela ofrecía a los niños. Los maestros necesitan saber que nosotros, como padres, colaboramos con ellos para guiar, nutrir y enseñar a nuestros hijos. Tiene que ser una colaboración entre el hogar, la escuela y la comunidad. ¿Quién mejor que los padres para solicitar apoyo para nuestras escuelas que los padres que trabajan y/o residen en la comunidad de la escuela? La inversión de la comunidad en nuestras escuelas da como resultado la sostenibilidad de la calidad de la educación.
P.D.
Solo quiero agregar que esta relación con los padres y la escuela de su hijo no termina cuando el niño se gradúa de la escuela primaria. Nosotros, como padres, tenemos que mantenernos involucrados en las instituciones educativas de nuestros hijos desde la escuela primaria hasta la secundaria. Incluso cuando se van a la universidad, si hay oportunidades para que usted apoye la experiencia universitaria de su hijo: juegos, eventos para padres o eventos artísticos en los que estén y lo inviten a apoyarlos, ¡preséntese!
Is iad na páistí an bronntanas is mó don chine daonna.
Cad a thógann sé agus cé a chaithfidh tú a bheith ag freastal ar pháistí mar mhúinteoir?
Ní mór duit a bheith ullmhaithe go hintleachtúil agus tiomanta do bheith i do “fhoghlaimeoir ar feadh an tsaoil”, toisc go dtuigeann tú go bhfuil “níos mó fírinne agus eolais ann i gcónaí” le foghlaim. Ní mór duit a thuiscint, de réir mar a leanann tú ar aghaidh ag foghlaim agus ag feabhsú do shaol, go dtéann sé chun tairbhe ní hamháin duit, ach do shaol na leanaí a bhfuil tú ag freastal orthu.
Mar oideachasóir, tá sé de fhreagracht orainn leanúint ar aghaidh ag foghlaim agus ag feabhsú ár saol ionas go bhfásfaimid i ngach réimse dár saol. Is cuid ríthábhachtach de theagasc agus meantóireacht leanaí é cé muid féin agus an méid atá ar eolas againn agus a chaithfidh muid a roinnt le leanaí. Mura bhfuil muid ag gabháil do ghníomhaíochtaí a chuireann acmhainní agus ábhar ar fáil dár gcuraclam do leanaí, táimid ag teorannú agus ag baint rochtain leanaí ar an saibhreas eolais atá ag an domhan dóibh. Bíonn an oiread sin múinteoirí agus riarthóirí “dóite amach”, toisc go n-éiríonn siad as a chreidiúint nach gá dóibh dul ar ais ar scoil, taisteal, páirt a ghlacadh i ngrúpaí sainleasa, léamh ar mhaithe le pléisiúr agus dúshlán a thabhairt dóibh féin rudaí atá “as an mbosca” a dhéanamh dóibh.
Is eiseamláirí do pháistí muid mar oideachasóirí agus mar thuismitheoirí. Má fheiceann siad muid ag baint taitnimh as an domhan a léamh agus a iniúchadh mar eachtraithe, ba mhaith leo seoda an domhain a iniúchadh agus a fháil amach freisin. De réir a nádúir, tá leanaí fiosrach agus gan eagla. Ba mhaith leo a fháil amach an “cén fáth” de rudaí! Tá siad ag iarraidh a fháil amach conas a oibríonn rudaí! Teastaíonn taithí agus am uathu chun dul isteach i seomra ranga comhshaoil nó ina seomra ranga lasmuigh a sholáthraíonn saibhreas ábhair atá oiriúnach d’aois agus go cognaíoch dá n-aois agus dá n-aibíocht. Cruthaímid an t-ábhar agus na timpeallachtaí a thacaíonn le fás leanaí i ngach ceann de na 4 réimse dá bheith.
Tá a fhios agam ar nóta pearsanta gur gheall mé féin gur “foghlaimeoir ar feadh an tsaoil” mé. Gheall mé rudaí a dhéanamh i gcónaí agus dul i mbun rudaí a chuirfeadh le m’anáil eolais faoin saol agus faoin saol ionas go leanfainn de bheith i m’acmhainn i mo chuid scríbhneoireachta agus abhcóideachta. Is cuid mhór dár ndearadh daonna é chun ár n-inchinn a bheathú agus chun léirithe ár n-anamacha a fheabhsú. Tá an chuid is fearr de na daoine atá againn tuillte ag leanaí agus cé hiad na daoine ar féidir linn a bheith ionas gur féidir linn iad a threorú agus iad a chothú ina “dTuras Diaga an tSaoil”.
Mar thuismitheoirí tá sé de fhreagracht orainn caidreamh a fhorbairt le múinteoirí ár bpáistí agus tacú leo agus iad a spreagadh chun leanúint ar aghaidh ag foghlaim agus curaclam ábhartha agus spreagúil a chur ar fáil dár bpáistí. Is féidir linn acmhainní a thabhairt isteach dóibh chun iniúchadh a dhéanamh. Is féidir linn cabhrú le turais allamuigh a chur ar fáil, agus bhí tuismitheoirí agam i gcónaí a bhunaigh grúpa beag tacaíochta do thuismitheoirí intí ionas go raibh acmhainní againn i gcónaí thar an méid a thairg an scoil do na páistí. Ní mór go mbeadh a fhios ag múinteoirí go bhfuilimid mar thuismitheoirí i gcomhar leo chun ár bpáistí a threorú, a chothú agus a mhúineadh. Caithfidh sé a bheith ina chomhoibriú idir an scoil bhaile agus an pobal. Cé is fearr ná na tuismitheoirí chun tacaíocht a lorg dár scoileanna ná na tuismitheoirí a oibríonn agus nó a chónaíonn i bpobal na scoile. Mar thoradh ar infheistíocht phobail inár scoileanna, bíonn inbhuanaitheacht chaighdeán an oideachais mar thoradh air.
P.S.
Ba mhaith liom a chur leis nach dtagann deireadh leis an gcaidreamh seo le tuismitheoirí agus le scoil a bpáiste nuair a thagann céimithe an pháiste ón mbunscoil. Ní mór dúinn mar thuismitheoirí a bheith páirteach in institiúidí oideachais ár bpáistí ón mbunscoil tríd an scoil ard. Fiú nuair a théann siad amach chuig an gcoláiste, má tá deiseanna ann duit tacú le heispéireas coláiste do pháiste- cluichí, imeachtaí tuismitheoirí, nó imeachtaí ealaíne ina bhfuil siad agus má fhaigheann tú cuireadh chun tacú leo, taispeáin suas!
Les enfants sont le plus grand cadeau pour l’humanité.
Que faut-il et qui devez-vous être pour servir les enfants en tant qu’éducateurs ?
Vous devez être intellectuellement préparé et engagé à être un « apprenant tout au long de la vie », car vous comprenez qu’« il y a toujours plus de vérité et de connaissance » à apprendre. Vous devez comprendre qu’en continuant d’apprendre et d’améliorer votre vie, cela profite non seulement à vous, mais aussi à la vie des enfants que vous servez.
En tant qu’éducateur, il est de notre responsabilité de continuer à apprendre et à améliorer nos vies afin que nous grandissions dans tous les domaines de notre vie. Ce que nous sommes, ce que nous savons et ce que nous avons à partager avec les enfants est un élément essentiel de l’enseignement et du mentorat des enfants. Si nous ne nous sommes pas engagés dans des activités qui fournissent des ressources et du contenu pour notre programme d’études pour les enfants, nous limitons et privons les enfants de l’accès à la richesse des connaissances que le monde a pour eux. Tant d’enseignants et d’administrateurs font l’expérience de l’épuisement professionnel, parce qu’ils se résignent à croire qu’ils n’ont pas besoin de retourner à l’école, de voyager, de rejoindre des groupes d’intérêt, de lire pour le plaisir et de se mettre au défi de faire des choses qui sont « hors des sentiers battus » pour eux.
En tant qu’éducateurs et parents, nous sommes des modèles pour les enfants. S’ils nous voient prendre plaisir à lire et à explorer le monde en tant qu’aventuriers, ils veulent aussi explorer et découvrir les trésors du monde. De par leur nature même, les enfants sont curieux et intrépides. Ils veulent savoir le « pourquoi » des choses ! Ils veulent savoir comment les choses fonctionnent ! Ils ont besoin d’expériences pratiques et de temps pour s’aventurer dans une salle de classe environnementale ou dans leur salle de classe en plein air qui offre une richesse de contenu adapté à leur âge et à leur maturité. Nous créons le contenu et les environnements qui soutiennent la croissance des enfants dans les 4 domaines de leur être.
Je sais, sur une note personnelle, que je me suis engagé à être un « apprenant tout au long de ma vie ». Je me suis engagé à toujours faire des choses et à m’aventurer dans des choses qui élargiraient mon souffle de connaissances sur la vie et le monde afin de continuer à être une ressource dans mes écrits et mes plaidoyers. C’est une partie importante de notre conception humaine de nourrir notre cerveau et d’améliorer l’expression de notre âme. Les enfants méritent le meilleur de ce que nous sommes et de ce que nous pouvons devenir afin que nous puissions les guider et les nourrir dans leur « voyage divin de la vie ».
En tant que parents, nous avons la responsabilité de développer une relation avec les enseignants de nos enfants, de les soutenir et de les encourager à continuer d’apprendre et de fournir un programme pertinent et passionnant à nos enfants. Nous pouvons leur apporter des ressources à explorer. Nous pouvons aider à organiser des sorties éducatives, et j’ai toujours eu des parents qui ont formé un petit groupe de soutien interne pour que nous ayons toujours des ressources au-delà de ce que l’école offrait aux enfants. Les enseignants ont besoin de savoir que nous, en tant que parents, sommes en collaboration avec eux pour guider, nourrir et enseigner à nos enfants. Il doit s’agir d’une collaboration entre la maison, l’école et la communauté. Qui de mieux que les parents pour solliciter du soutien pour nos écoles que les parents qui travaillent ou résident dans la communauté de l’école. L’investissement communautaire dans nos écoles se traduit par la durabilité de la qualité de l’éducation.
P.S.
Je veux simplement ajouter que cette relation avec les parents et l’école de leur enfant ne s’arrête pas lorsque l’enfant obtient son diplôme d’études primaires. En tant que parents, nous devons rester impliqués dans les établissements d’enseignement de nos enfants, de l’école primaire au lycée. Même lorsqu’ils vont à l’université, s’il y a des opportunités pour vous de soutenir l’expérience universitaire de votre enfant – jeux, événements pour les parents ou événements artistiques auxquels ils participent et que vous êtes invité à les soutenir, présentez-vous !
Ang mga bata ang pinakadakilang regalo sa sangkatauhan.
Ano ang kailangan at sino ang dapat ninyong maging para paglingkuran ang mga bata bilang kanilang guro?
Dapat kang maging intelektwal na handa at nakatuon sa pagiging isang “lifelong learner”, dahil nauunawaan mo na “laging may higit pang katotohanan at kaalaman” upang matuto. Dapat ninyong maunawaan na habang patuloy ninyong natututuhan at pinahuhusay ang inyong buhay, na hindi lamang kayo ang nakikinabang dito, kundi ang buhay ng mga batang pinaglilingkuran ninyo.
Bilang isang tagapagturo responsibilidad natin na patuloy na matuto at mapahusay ang ating buhay upang tayo ay umunlad sa lahat ng aspeto ng ating buhay. Kung sino tayo at kung ano ang alam at mayroon tayong ibabahagi sa mga bata ay isang kritikal na bahagi ng pagtuturo at pagtuturo sa mga bata. Kung hindi pa tayo nakikibahagi sa mga aktibidad na nagbibigay ng mga mapagkukunan at nilalaman para sa ating kurikulum para sa mga bata, kung gayon nililimitahan at pinagkakaitan natin ang mga bata na ma access ang kayamanan ng kaalaman ng mundo para sa kanila. Kaya maraming mga guro at administrator ang nakakaranas ng “burn out”, dahil sila ay nagbitiw sa kanilang sarili sa paniniwala na hindi nila kailangang bumalik sa paaralan, maglakbay, sumali sa mga grupo ng interes, magbasa para sa kasiyahan at hamunin ang kanilang sarili na gumawa ng mga bagay na “out of the box” para sa kanila.
Kami bilang mga tagapagturo at mga magulang ay mga huwaran ng mga bata. Kung nakikita nila tayong nag eenjoy sa pagbabasa at paggalugad sa mundo bilang mga adventurers, gusto rin nilang galugarin at tuklasin ang mga kayamanan ng mundo. Sa kanilang likas na katangian, ang mga bata ay mausisa at walang takot. Gusto nilang malaman ang “bakit” ng mga bagay-bagay! Gusto nilang malaman kung paano gumagana ang mga bagay-bagay! Kailangan nila ng mga karanasan sa hands on at oras upang makipagsapalaran sa isang silid aralan sa kapaligiran o sa kanilang panlabas na silid aralan na nagbibigay ng isang kayamanan ng nilalaman na edad at cognitively angkop para sa kanilang edad at o maturity. Lumilikha kami ng nilalaman at mga kapaligiran na sumusuporta sa paglago ng mga bata sa lahat ng 4 na domain ng kanilang pagiging.
Alam ko sa isang personal na tala na ipinangako ko ang aking sarili sa pagiging isang “lifelong learner”. Nangako ako na lagi kong gagawin ang mga bagay at makikipagsapalaran sa mga bagay na magpapalawak ng aking hininga ng kaalaman tungkol sa buhay at sa mundo upang patuloy akong maging sanggunian sa aking pagsusulat at adbokasiya. Ito ay isang pangunahing bahagi ng ating disenyo ng tao upang pakainin ang ating utak at mapahusay ang mga pagpapahayag ng ating kaluluwa. Ang mga bata ay karapat dapat sa pinakamahusay na kung sino tayo at kung sino ang maaari nating maging upang gabayan natin sila at pangalagaan sila sa kanilang “Buhay ng Banal na Paglalakbay”.
Bilang mga magulang responsibilidad nating magkaroon ng relasyon sa mga guro ng ating mga anak at suportahan sila at hikayatin silang patuloy na matuto at magbigay ng kaukulang at kapana-panabik na kurikulum para sa ating mga anak. Maaari tayong magdala ng mga mapagkukunan para sa kanila upang galugarin. Maaari kaming makatulong upang magbigay ng mga field trip, at palagi akong may mga magulang na bumubuo ng isang maliit na in house na grupo ng suporta sa magulang upang palagi kaming may mga mapagkukunan na lampas sa kung ano ang inaalok ng paaralan sa mga bata. Kailangang malaman ng mga guro na tayo bilang mga magulang ay nakikipagtulungan sa kanila sa paggabay, pag aalaga, at pagtuturo sa ating mga anak. Kailangang maging pakikipagtulungan ito sa pagitan ng home-school‐at komunidad. Sino ang mas mahusay kaysa sa mga magulang na humingi ng suporta para sa aming mga paaralan kaysa sa mga magulang na nagtatrabaho at o naninirahan sa komunidad ng paaralan. Ang pamumuhunan ng komunidad sa ating mga paaralan, ay nagreresulta sa pagpapanatili ng kalidad ng edukasyon.
P.S.
Gusto ko lang idagdag na hindi natatapos ang ganitong relasyon sa mga magulang at sa pag aaral ng kanilang anak kapag nagtapos na ng elementarya ang bata. Kami bilang mga magulang ay kailangang manatiling kasangkot sa mga institusyong pang edukasyon ng aming anak mula elementarya hanggang hayskul. Kahit mag-aaral na sila sa kolehiyo, kung may mga pagkakataong masuportahan ninyo ang karanasan ng inyong anak sa kolehiyo- mga laro, mga kaganapan ng magulang, o mga kaganapan sa sining na kinabibilangan nila at inanyayahan kayong suportahan sila, magpakita kayo!
You are charged with teaching children to “love the art of learning”.
We are as educators and as parents responsible for not only the quality of education that we provided our children, but the curriculum, the environment, and the context of our philosophy of what our mission is to educate, guide and nurture our children. Our primary tenant of our philosophy that drives our mission, modality of teaching and educating children, as well as the curriculum and environment has to be that we give them the gift of learning to “love the art of learning”. We must be so intentional about ensuring that what we are providing them is steeped in this mission! We want learning to be exciting, relevant, transformative, informative to expand their breath of knowledge and comprehension. We want this process of learning to love the art of learning to be reflective in curriculum and the modalities of teaching so that the process and outcomes are in alignment with what children need in order to grow and develop and what they want to learn.
There are those of us that are under the impression that learning only takes place when children are quiet and passive, and the curriculum is adult centered and prescribed. I believe that when children are unengaged in terms of experiential learning modalities, and when the curriculum and environment is not child centered and driven, learning is stifled, unimpressible, and does not translate into the fabric of their life. When children are not in a collaborative relationship with their teacher, the curriculum, and the environment in which they are expected to learn, we don’t get integrated and utilitarian content that evolves into knowledge and consequently we are nurturing them wholistically and appropriately. We are afforded a great opportunity to support the teachers of our children and the school administration in fulfilling the core tenants of our mission and philosophy of want we want and how we want our children to be educated. It will take everyone being on the same page and equally involved and invested, but I know we can make a difference in the lives of our children and provide an opportunity for teachers who have been ”called” to this immensely sacred profession to fulfill their “Divine Purpose” in service to children.
You must have been “called” into the service of children to care, guide, nurture, protect, and provide opportunities for them that will allow them to discover themselves and their world. This sets the stage for them to develop in the 4 Domains of their being: Cognitively, Physically, Social-Emotionally and Spiritually.
The Chat:
We really have to come to an understanding and commitment that when we are engaging with children whether we are parents advocating or our children, teachers, coaches, or extended family, children have in their design developmental stages that evolve at different times for each child. We must also understand that it is our responsibility as parents, and as teachers that have pledged to be parents and teachers, that it is our responsibility to support our children in discovering not just the many wonders of the world, but that we support them in discovering who they are and to love themselves, respect themselves, and value the “divine gifts that make them who they are and what they have the possibility of contributing to humanity. Their education and the modalities that we utilize in our classrooms and at home need to be in alignment so that there is continuity in the practices and approaches we use with each child.
We know that it is not just unrealistic, but inappropriate to think that the same modalities work with each child, which is why we acknowledge that it is our responsibility to observe, record, and analysis the character, interest, and the modalities by which that child learns, dissects, and absorbs knowledge. We need to experiment with different kinds of teaching tools that work with all the children to ascertain if there is a commonality, and at the same time implement tools that works with each child as an individual. Teaching is not a one approach to learning fits every child!
Our children’s teachers make a lifetime impression on our children. They remember the nature of every teacher that they engage with. They remember if that teacher saw them for who they were. They remember if a teacher was invested in what they learned and how they learned. We have as teachers, the responsibility to make sure we are working with and nurturing the “whole child”. Teaching children is so much more than addressing their academic development. We have to be aware, sensitive to and responsive to all 4 domains that constitute who they are as human beings. We are responsible, as are their parents are, responsible for the development and enrichment of their cognition, physicality, social-emotional, and spiritual well-being. Don’t let the spiritual well-being frighten you or feel that is not your responsibility! The spiritual well-being is the soul essence of who that child is! If you do not tap into this aspect of a child, there is no way for you to be in relationship with that child. This is the divinity of who that child is. It is the most sacred and important aspect of who that child is and how they respond to life and the world around them.
You feel like this is a lot? You feel like this is not what you signed up for when you decided to become a teacher? You feel that you don’t want to delve this deeply into this profession and don’t think you really want to invest that much of who you are into children? You feel that what you are being compensated for financially does not warrant you making this kind of commitment to a “JOB”? If you feel any of these emotions, then you honestly do not belong in the teaching profession, and parents need to assess whether they want to allow you to teach their child. As a professor who taught teachers how to teach children, I never had a problem assessing if a student should or should not become a teacher. I taught the classes that took the student teacher through the entire program, which gave me a lot of opportunities to develop relationships with my students. I was always open and honest with them I had no problem taking them aside in a one-on-one conference and counseling them out of the field of Child Development, and at the same time supporting them in discovering what their gifts were that would direct them to their “divine destiny calling”.
Parents have a huge responsibility and challenge to carefully and methodically invest time and energy into assessing who their child’s teacher is. Parents must critique if their child’s teacher is invested in teaching and even more specifically “Sees”, who their child is. Observe the interactions with the children in your child’s class. Is the teacher open, warming, and inviting to the children when she greets them in the morning? Does the teacher prepare the classroom so that it is child centered, set up for discovery and engagement? Does the teacher make the children feel that the classroom belongs to them and that it is a sacred and safe place for them? Does the teacher provide “hands on experiences”, that allows the children to internalize what they are learning? Is the teacher prepared each day for the unexpected and flexible enough to create substitute activities that although different form the routine schedule of the day, the children feel safe and are able to adapt? Does your child come home happy and ready to return to school the next day? If your observations provide a yes to these questions, your child has a teacher and an environment where they will not survive, but will thrive.
You must have been “called” into the service of children to care, guide, nurture, protect, and provide opportunities for them that will allow them to discover themselves and their world. This sets the stage for them to develop in the 4 Domains of their being: Cognitively, Physically, Social-Emotionally and Spiritually.
We never want to stifle the curiosity and innate thirst children have to learn and discover their world.
You are going to see me refer to being “Called to serving children” a lot, because it is the foundation on which your mission as a teacher is founded and grounded. We have to be clear as to what our responsibilities are in securing, imparting, and implementing not only a curriculum that is “Child Centered” and acknowledges that each child is unique and learns in their own way, but what we do goes far beyond just what is conceptualized as “teaching”. We are creating the environment, teaching techniques and diverse modalities of learning, but we are doing something even more important in the development of a child. We are teaching children about what it is to be human and validating who they are in their “divine identity”. We are to guide them through their day-to-day learning experiences. We are to nurture their social-emotional development. We are there as their protectors that take notice to how they are responding to and in the environment. We are to secure an environment for them that is safe, loving, and gentle.
We are responsible for creating an environment that will captivate their imagination and love for learning. We must make sure that the environment allows each child to feel as sense of ownership and empowerment in what they learn and how they learn. This means that we have to be imaginative and creative. This means that our education is never complete, and that we as teachers have a responsibility to continue to learn, not just academically, but in all areas of our life so that we can enrich the lives of the children we serve. We have to have adventurous spirits. We have to come into the class with enthusiasm and joy. We have to make sure that we are on “watch” and get the full story behind the interactions of the children so that we are not quick to judge and label children. We have to set up systems for communication and arbitration. We have to work on their development of inner controls so that they have the tools necessary to engage successfully in not just the classroom, but in life.
Don’t ever think that a teacher’s job is stuffing academic curriculum down their throats and pray they can regurgitate the information to validate their learning. No! No! No! We have the opportunity to engage with children in their “whole” development- All 4 Domains of their being: Cognitively, Physically, Social-Emotionally and Spiritually. We cannot work with or for a child, until we learn first-hand who that child is and what that child needs in order to learn and be “Whole, healthy, and happy. What a privilege it is to be one of those “Called Servants in the Service of Children”. If you are called, it will be a life of fulfillment that cannot be expressed in words. It will be going to the mall and all of a sudden, a young person or a child comes up to you and hugs you and says, “Thank you so much for being my teacher”. It will be a parent seeing you at the grocery store and when they recognize you, they feel compelled to tell you, “Thank you so much for making a difference in the life of my child”! 40+ years later and I am still having the experience of my students remembering my contribution to their life. My cup runneth over! I am complete, but never finished working on their behalf.
You must have a love for children and a deep spiritual connectionto whom they are as gifts to humanity?
So many times, I fear from my working with teaching students to become teachers, they have not done the work to find our if they have been “Called” to the profession, or if they just showed up because it was a “real job” and they needed the stability. This then became the first thing on my agenda and the first part of my curriculum for teacher training. I created spaces and assignments throughout their first semester that called them to first look at themselves and answer a series of questions that were purposefully embedded in the assignments. I always started with the question-Who am I? this question involved writing their life story and sharing who they are with the class. Then they could evaluate what areas in their “divine identity” were issues form these life experiences that created their life story up to that point, that they needed to address.
We talk about the baggage we carry as adults that for many of us were left over from our childhood. There is a notion that became popular that “children are resilient and can overcome any trauma because it happens and resolves itself. That is crazy! Children do not forget the things people say and do to them! What they don’t understand on a cognitive level, they retain on a physiological and emotional level. Negative experiences impact the “expression of their soul being”. At the same time, when people say and do things for children that are kind, loving, and make them feel safe, it builds their sense of wellbeing and confidence. Teachers are the second most prominent influence in a young child’s life, with their parent holding first place in a child’s life.
What we as teachers say and do to or for children has a lifetime compact on a child. “We cannot just show up to do this “work”, because teaching is not a “Job”, it has to be your “Work”.
Next, I ask them to define and identity -Who am I in the Lives of Young Children”? This is a make it or break it question when asked of student teachers. Their response is where I take careful evaluation as to if they are or are not “Called” to the honor of serving children!!! I have the responsibility as their trainer and mentor to have a serious conversation with each student to make sure they are aligned with this- the greatest “Work” that impacts who our humanity will show up to be. Every child deserves the best education our countries across the globe can provide. Our children deserve the best teachers the profession can provide them with. It is their birth right!!!
