Hello students, parents, families, and administrators, I am Shadaesha G. Alexander and I am an UPK teaching candidate. I created this website as a graduate school project but it also serves as a way for people to learn more about myself and my teaching pedagogy. First off I was born and raised in Brooklyn, New York in a section called Bedford Stuyvesant. I have lived in New York my entire life and plan to stay here for the duration of my career. I attended a neighborhood Head Start program then moved on to several public schools. I started my undergraduate education at Long Island University—Brooklyn Campus as a Childhood Education major, then transferred to CUNY Medgar Evers College where I graduated Cum Laude with a bachelors of arts in Psychology. Currently I am enrolled in an accelerated Early Childhood Education MA program at CUNY Hunter College.
I entered the field of early childhood education because I always aspired to be a teacher. Growing up one of my favorite activities was playing school with my friends and stuffed animals. My bedroom was equipped with multiple chalkboards and I use to mimic all the things I saw my teachers do in school. As I grew up and my view of teaching evolved I knew that the classroom was indeed the right place for me. As an educator I aspire to create a generation of children who enjoy learning and want to come to school every day.
I have worked with children of all ages (4-18) in daycares, summer camps, home environments, and even at the university level. I received my first paying job as an educator at the age of 19 and have been hooked ever since. I have tutored students one on one for state exams, worked as a college entry teacher’s assistant and math tutor. However, through my various years of field work I discovered that working with younger children was more rewarding for me. I shared quite a few quotes on the website homepage but one of my favorite quotes is, “Teachers who love teaching….Teach children to love learning”.
My Teaching Philosophy:
I teach because I believe the best way to improve the quality of our future is through education. Children spend a lot of their early years (4-18) in school, so as a teacher I have to make sure children are constantly improving. Early childhood is an important period in a child’s life because their brains are really susceptible to new information and children should be nurtured during this stage. I am drawn to the rewards and challenges of teaching in early childhood because at this stage in life children are extremely inquisitive and want to learn/explore new things. With the correct guidance and scaffolding children can be successful on their educational journey; I view a child who is being deemed as not ready to move on as a failure on behalf of their ecological systems. All the people and things that have come in contact with children have had some kind of an effect on these kids and may be the reason why this child isn’t developing as effectively as other children their age. Furthermore it could just be the school the child is attending. Children should attend schools that would best cater to their personal learning needs—not solely because it’s conveniently located near home or their parent’s/caregiver's job. Piaget says a child shouldn’t have to get ready for school but school should get ready for the child. As a Pre-K teacher I feel it’s my duty to jumpstart a child’s interest in learning and school. The majority of the children that I have encountered that do not like school are either struggling socially, emotionally, or academically. Kids who lack social emotional skills find it difficult to make friends and are often prone to bullying, so they hate coming to place that forces them to face ridicule every day. While those who struggle academically may face ridicule, lash out at others, or withdraw themselves from learning. A strong foundation and proper development will not only help a child be school ready, but ready for whatever curves life throws their way.
I am both a product and avid supporter of project Head Start. I believe the Head Start program not only helped me succeed academically but is the reason I always liked being in school. At that age learning was fun and implicit. There was no pressure and it was okay to get a wrong answer because the teacher’s were supportive. Although I have acquired new aspects of education that I will incorporate into my own teaching philosophy the core of my approach is based around the principles of the Head Start program. First and foremost children learn best through play, so my curriculum will embody facilitated play that promotes growth and development. We as early childhood educators understand that physical activities support motor development and wake the brain. Sitting still and listening to rote instruction causes the brain to shut down. Secondly I support the idea of children being young explorers and believe they should have the freedom to discover the world in their own way. These two principles in combination with the head start approach in my opinion will bring out the best in each child, family, and community. My classroom instruction will create better learners and working with parents will create adequate home environments that promote development. In turn improving families will ultimately benefit the community as a whole. Especially in areas with low SESs that are often over looked, under represented, and receive little support services.
The general philosophy of the Head Start program is children learn best when fully involved and self-directed in their learning. This child-centered philosophy supports the belief that children are unique individuals who learn at different rates and in their own ways. In a child-centered classroom, children are encouraged to direct themselves among a variety of child initiated activities, arranged by the teaching staff. Each child is provided with an opportunity to grow and develop to his/her fullest potential in the most nurturing environment possible. An ideal environment should have all the equipment needed for students to learn and play, but shouldn’t be over decorated or over stimulating. Overly stimulating environments can serve as a distraction for young children. Children learn by observing, exploring and interacting with materials and other people. In this environment teachers serve as facilitators, participators and observers of children. Children are capable of learning by simply doing— but they need others to reach their full potential. Vygotsky argues that young children cannot use their full thinking ability when they’re alone; a more knowledgeable peer or adult should be around to help scaffold their problem solving abilities.
My favorite component of the head start motto is its belief that families are an integral part of the child’s learning process. Both teacher and caregivers work together to plan and facilitate the educational goals for the child. I also agree that open communication between teachers and caregivers is essential. Parents are encouraged to assist teaching staff with classroom planning, special events, implementation of curriculum and daily routines.
Since head start programs are community based, they provide a lot of resources that are beneficial for both children and families in the community. Workshops are set up to improve the lives of low-income families by providing comprehensive services, including education, health, nutrition and mental health. As children are trying to develop it is important that they have parents who are knowledgeable in child development and can assist them with homework. In addition, good nutrition helps support physical growth and cognitive development. Most importantly those who receive the mental health services they need are less likely to do an outlandish thing that affects themselves, their families, and the community.
The early years of a child’s life is gravely important and sets the stage for their entire life span.