C. Lessons Learnt As a Teacher

The whole process made me more convinced that learning is really a continuous process. My children’s understanding of the topic about the closet and other ideas that came out during our discussion are constructed in their minds. What they learn depends on what they already know, which is their prior knowledge based on their experiences. I came into conclusion that children do not come to school “empty handed”. They already have some knowledge, conceptions and schemes of the new topic I presented. With my role as a teacher to extend, expand and enrich their existing competencies, they were able to conclude that it is really true that boys clothing and things are different from girls. They were even quick to add that some clothing can be worn for a certain function or purpose. They were able to conclude that clothes are worn depending on the weather and time of the day too.

I have proven that children are naturally curious about objects and events around them. The box I used for our Chorus Question Game, which I designed like a closet, made my children more curious and enthusiastic. With my Capitalization on this element of curiosity, I am sure I was able to optimized learning in them. That mystery box brought excitement and joy in them that they were motivated to learn.

I have also proven that when children are challenged to think and solve problem that is achievable, the result is a sense of accomplishment and a good concept of self as a learner. When I asked each child to select an item in the box, he was challenged to think and say more about the item he selected. The facial expression and glow in their eyes proved that there was a sense of accomplishment when they were able to answer the question, what have you found? There was a sense of self worth when they were able to say some more about the item selected and were able to wear the item/clothing properly.

With my discussion with them, I learnt that what they talked about and shared grows out from their meaningful relationships and in their daily interactions with significant people in their lives. The fact that one of my child commented about her mother explaining about separate closet and clothing for her and her brother indicated that a child’s relationship with his parents is an index of the depth of his parent’s involvement with him. Those children who talk a lot and ask questions are those, whose parents have time to talk with them. Those children who are inhibited and shy are those, whose parents have little time to talk with them.

With this experience, I realized that as a teacher, it must be my purpose to partner myself with my children’s parents so I can also help enhance not only the children’s spoken skills but all aspects of their literary development. I must convince parents that with them around, they can also be models, like teachers, in providing the power and fun of reading and also writing. I must reiterate to them that there are many playful opportunities for children everyday to discover letter-sound associations and blending and segmenting of letters that create words. And it is up to the adult around them to make use of these activities and daily life experiences meaningful to the children.

How can we do these?” a question most of the parents may ask. There are many examples of course. One is by teaching the words to name things, people and actions. We must bear in mind that parents are the ones who teach the most important tool a human being has- language. In addition, parents introduce children to abstractions. Parents teach abstraction when they point out “two dogs”, “three pigs”, or “one mouse”. When parents point out the red bus or the yellow truck, they teach colour concepts. When they ask children to get the ball behind the chair or in front of the table, parents are teaching spatial relations. When they throw the ball up or down, or to Daddy or Mummy, they teach direction. Therefore, parents may not know it, but they are already teaching their children by just merely talking to them.

In conclusion, this process heightened my inner feeling of joy. With the belief that I can work hand in hand with parents for the children’s total development, and that I have an important role in imparting knowledge to them and is also instrumental in their psychosocial and language development, makes me more happy. Knowing that my children will be future leaders in the coming future, my gladness is immeasurable. And no one or any amount of money can take that JOY away from me.