All of this growth and development has changed my ideas and concepts for my role as a teacher.  I have always known and appreciated the vital role teachers play in the development of children, but not until this semester have a realized to the full extent that I am going to be one of those teachers and I need to take a more proactive role in the classroom.  I have learned a lot in my child development classes in the past few years, and need to trust that new knowledge and put it to use.  I am capable of making valid assessments of children and organizing plans for promoting development.  It’s now time for me to trust this and not be so hesitant in the role I play in the children’s lives in which I am involved.

Throughout this experience my concept of children has remained the same, but been strengthened.  I have always had immense respect for children and their capabilities, but the children I have gotten to know and love this year in my student teaching have simply blown me away.  They are beautiful people who are perseverant, sympathetic, intelligent, capable, and HAPPY!  I have met Karen children who as refugees from Burma have probably seen more sadness than I can imagine, yet remain vibrant and full of life, as well as children who on the first day of class spoke little to no English and are now writing and speaking very well in only a matter of months.  Most important to my concept of children is that they are capable and able to achieve whatever their hearts desire, and it is up to us as early childhood educators and professionals to see that they have all they need to reach their highest potential.

One experience that speaks to the conception of children that I have on a number of levels is the inclusion of a child into my Pre-K classroom.  I have touched on this in a previous reflection, but just a little background.  P was in a self-contained classroom for children with special needs before he was introduced into our classroom.  His transition was slow, but steady and now P spends most of his days in the classroom with children who are typically developing.  His ability to adapt and become an active member in the classroom has been remarkable.  P has so much to offer his teachers and his peers.  He is like a little sunshine running around the room, making our time in that classroom so much better.

Not only did P amaze me in this situation, but his classmates’ willingness to accept P as one of their own and welcome him with open arms nearly brought a tear to my eye one day.  It was the second day I was in my placement that P was transitioning into the classroom, about a week and a half into his own transition.  One of his teachers from his old room brought him in, and our children exploded with enthusiasm.  “P is here!” and “Come play with me in blocks, P!” are two quotes I remember specifically, and the smile it brought to P’s face was priceless.  I will always take this experience with me not only into my own classroom where I will be sure to remember that each child, no matter their personal or medical history, is a vital piece to our classroom environment.  Each child has something to offer and it will be my job to help that child realize his or her full potential.

Beginning my student teaching next year will require me to put all of what I have learned over the past 3 semesters into practice and I am so excited!  I cannot wait to show my capabilities as a teacher and learn what I need to work on to become better at what I have been training to do.  However, most importantly for me, student teaching will hopefully be an affirmation as to what I will do post-graduation.  I am still up in the air for what my future holds.  While I know that I love children, I am not sure that teaching is the right path for me.  I have other passions that I feel I may want to pursue that lead me away from teaching.  Being in a classroom all day everyday will help me to know if teaching is the right thing for me, or if I need to pursue other passions directed toward the betterment of early childhood and the beautiful children that need advocates who have their best interest at heart.

As far as what you as my instructors and supervisors can do to help me next semester, at the moment I am unsure.  I feel the schedule you have laid out will make my transition to lead teacher very smooth and easy to manage (not only for me, but also for the children and my cooperating teachers).  I have been matched with great cooperating teachers who are full of advice and encouragement.  Hopefully in working with them and communicating with you all, my experience will be wonderful.

Mrs. C., my cooperating teacher for Kindergarten/First Grade combination class, has been focusing from the very first day of school on forming relationships between the students.  The children have lots of opportunities to discuss things that are important to them, and to ask questions of their peers to get to know one another.  One of the great things Mrs. C. does is have her special student in which that child gets to sit in the rocking chair and have his/her classmates ask whatever they would like of the student.  They then draw pictures of the child that he/she can keep in a book to remember his/her special day.  The most touching relationships I have seen formed are ones between Kindergarten ELL students and the First grade ELL students.  L and J, two first grade girls, have been so helpful to both the teachers and L and E when there have been difficulties communicating.  They are always willing to help, and offer an awesome learning experience for not only each other but for us as teachers.

My Pre-K class has offered a similar experience between the four-year-olds and the three-year-olds.  When the school year started the four-year-olds ran the classroom and were leaders who set great examples for the hesitant 3-year-olds.  Now, nine weeks later, all of the students are at home in the classroom and interact very well with each other.  However, the most amazing thing I am grateful to have been a part of and witness is the integration of a child who was previously in a self-contained classroom into our classroom.  He began by just coming by for circle time and sitting in the circle with a teacher from his old classroom, and has gradually become a member of the class by adding more and more time in the classroom.  He is now spending circle time, breakfast, and center time in our Pre-K classroom and interacting very well with all of the students.  The children in the classroom seem very happy to welcome P.  This has been a wonderful thing to see.

Lastly, my growth as a teacher is something that should be discussed as well.  Like the three-year-olds, I finally feel at home in both classrooms.  I am taking on more responsibility in leading groups and have been communicating with my cooperating teachers about my curriculum for the spring.  With the advice and help they have given me, I feel fairly confident in my ability to structure lessons that will benefit the children developmentally and academically while still keeping the classroom a fun and interesting place.   In the next four weeks I hope to take on an even bigger role in the classroom and experience as much as I can before Christmas break.  As for the children I hope they continue with their progress, and enjoy every minute they spend in the classroom.