It was interesting to read that two Christchurch schools have developed teaching practices that support children with signs of dyslexia. Some children are coming home “from school feeling happier and less frustrated than they used to be” (Tukutuku Korero New Zealand Education Gazette, 2010, p. 10).

I believe that the teachers in Christchurch are using the right social model, which encourages the full participation of disabled people, and one of its goals is to ensure disabled people have meaningful relationships with their communities and support agencies, based on respect and equality, and furthermore, respect differences and accept people with disabilities as part of human diversity and humanity (Macartney, 2009).

The article above clearly states to be “careful to not label children”, I agree that this is important for teachers to be able to lift the lid off low expectations. Children need to have positive self-esteem and a belief that their contribution will be taken seriously by others (Bernhard & Gonzalez-Mena, 2002; MacNaughton & Williams, 2004).

The article also mentions the strong feedback from parents. Hayselden (2007) declares that working with children with special needs involves building positive relationships with their families. This enables the teaching to be a shared and collaborative experience for families.

Finally, “focus on children’s strengths, not deficits” shows a very inclusive programme. It is important for teachers to adapt the curriculum and really think outside the square. Inclusive assessment reflects the holistic way that children learn (MOE, 2005).

“Receive the child in Reverence

Educate him in Love

Let him go forth in Freedom” R. Steiner

Dixon, Rata, & Carpenter (2002) state that teaching is a profession, “teaching
cannot be considered a profession unless its practitioners have acquired an
extensive body of theoretical knowledge that helps them to understand, explain,
defend, justify and, where necessary, modify their pedagogy” (p. 11). Teaching
is an intellectual activity. It is important for teachers to reflect on their
practice, to understand, to critique and then to question and o find solutions in
order to promote changes.

It is important for teacher to be reflective and self-critical. Thus, they should
be able to change practices that are harmful to children, or that are simply
useless but no less damaging in the long-term to the development of the child. Teachers
are life-long learners. It is important to theoretical professional development
and to be prepared to modify their theoretical perspective in the light of new
research.

I have chosen this subject because the discussion about teachers fascinated me.
Two years ago I probably would not have considered the reasons why people who
work with young children should be trained. Certainly, I strongly believe that
people who work with children, especially babies, should be trained in order to
be competent in their profession. It is extremely important not only to be a
professional and have a degree as an early childhood teacher, but also to have
the right values and passion to facilitate the growth of young children.
Teaching is a moral activity, teachers’ values and beliefs are important
factors that will influence children, other teachers, families, and whānau that
are around those teachers.

Reference

Dixon, H., Rata, E., & Carpenter, V. (2002). Introduction:
Teachers and theory. In V. Carpenter, H. Dixon, E. Rata, & C. Rawlinson
(Eds.), Theory in practice for educator (pp. 9-18). Palmerston North: Dunmore Press.