Thriving Children

Preparing Children With Experiance, Love, and Stability

Curiosity and Drive

I have wanted to be a teacher for a couple of years now. It began with my lovely daughter being brought into our world. My drive to be successful kicked in. I want her to see her parents wanting to educate themselves, I hope this would bring curiosity and drive for her. This is something I would love to bring in my learning environment, curiosity and drive. My main point is to show the children if you enjoy something go with that feeling of enjoyment and run with it. I believe this brings on more curiosity and drive than a basic classroom that requires an assignment book and pencil. I will create a learning environment that provides the building blocks for children to thrive. To create this environment I researched alternative education like Montessori and Waldorf. I found that I want to teach Montessori or Waldorf based education. Alternative education fits me the goals I have for the children.

Important to My Teaching

Rudolf Steiner-

"The heart of the Waldorf method is that education is an art -- it must speak to the child’s experience. To educate the whole child, his heart and his will must be reached as well as his mind."

Dr. Maria Montessori-

“The enviroment must be rich in motives which lend interest to activity and invite the child to conduct his own experiences.”

Our Time Together

I imagine this beautiful flow of learning and experience with the children. Parents encourage the children into the environment that I provide. As the parents leave I am the loving hand that bring the children into the safe, fun, learning experience. I believe if children feel security they are more open with self and others.

Letting them play is the first thing I would do while I step back and observe. This is important, observing with “clean eyes” everyday. This provides the children the opportunity to choose the pace and dance of the day. Meaning that you can choose curriculum with more introvert or extrovert learning based on the children’s body language, voice, and actions.

Activities that require sitting, listening, reading, really anything that demands the child to think only inside is introvert learning to me. On the other hand, extrovert learning is to dance, sing, run, the expression and letting out thinking and release of body and mind. Tension and release is important for children to learn and develop in its entirety.

Nutrition will take part in our day; this is also an important contribution to success in children’s education and development. This is when I believe the garden will come in play. Not only does the children help water, care, and feed the garden they learn math, science, English, history, contribution to others, and a since of self worth. Growing a garden together is educationally brilliant. They are giving to the garden and receiving from the garden. They all have to take part of the care for the garden for it to produce for everyone. I love this idea and I want to be in a position to provide this for a class.

Like the garden idea I have another about the seating in a classroom. Unlike desks in little rows lined up perfectly I want a floor setting. I imagine this awesome big square raised center that is the "desk" and pillows and surrounding it, maybe some lap boards to act as a desk. This is to get the children to do activities together. I think children thrive off each other and providing this group setting may help that. Having the freedom to teach the children like this is important to me.

This is why I concluded that teaching alternative education is right for me. I would be able to do the garden, introvert and extrovert learning. Letting them be children is most of all importance. The salary of a public school teacher and an alternative school teacher does not matter more than my passion. I do have a family to provide for but thankfully I have a husband to contribute financially with me. So this dream of becoming a teacher in an alternative school can come true.

Dr. Maria Montessori-

“Education is a natural process carried out by the child and is not acquired by listening to words but by experiences in the environment.”