While I could tell you what the Websters dictionary defines teaching as I believe

teaching means that you are a positive, caring, concerned, knowledgeable, and patient person
from whom lessons and experiences are learned. Being a teacher means that you have a
responsibility to the children in your classroom, their parents, the larger community, and the
future generations to impose a love for discovery, a passion for exploration, a continuous pursuit
for understanding all within an environment that is supportive, compassionate, and encouraging.
In addition, as a male in early education I think it means more. It is a part of my job to
extend an appropriate sense of security, sensitivity, and thoughtfulness by being a positive male
role model in the lives of the children in my classroom. While I will certainly step into class
each day to teach the knowledge they need for their grade level, I need to confidently express
emotions, be a leader and an ideal, an example of which the students will want to engage with
and be like. My role as a teacher means that I must ensure that all of lifes lessons are being
imparted to the children so that they can be the best well-rounded versions of themselves,
progress in their next steps, and throughout their future lives. It is my job to set them up for longterm success, confidence, kindness, and understanding in all forms.
One of the most significant ways in which I can contribute to the achievement of my
students is through the opportunity of play. Play enables all of the developmental needs of
children to be fulfilled, from their motor skills, to their social and emotional capabilities, as well
as, their cognition will grow as a result of this activity. Play influences a childs greater
understanding and offers them the chance to process the continued absorption of knowledge
around them in their own way. From our lecture in week two, an information sheet distributed by
the Welsh government mentions, Play is childrens means of assimilating the world, making
sense of their experience to make it part of themselves (Play Wales, November 2014).

In providing children the opportunity to engage in thoughtful play throughout the

classroom space, I will give students the chance to develop wholly. With different areas for arts
and crafts, blocks, dress-up, science toys, music instruments, etc. students will be given specific
time for self-directed activity. Other classroom time will be based on an exchange of lessons
engaging the students in the topics. When appropriate, it will be essential to me that my students
are fully involved in play activities that relate to the lesson.
As a teacher, I must be able to create a stimulating environment for which students will
be able to engage. From initial appearance, the landscape must be engaging, inviting, supportive
and encouraging with areas for children to explore their interests and play. It is the responsibility
of me as the educator to have a thorough and diverse representation of toys, crayons, paper,
paint, dress-up clothes, books, and other forms of interaction and engagement tools throughout
the classroom area. It is imperative that my classroom be arranged appropriately in order for
students to be able to participate and access the activities related to their personal interest.
In addition, it is my responsibility to observe and get to know my students as every
childs development is individualized. Students in my classroom will contribute to their own
learning methods and self-discovery through the opportunities of play and engagement in the
curriculum. Through their involvement of the subject matter and instruction, I know the children
will unknowingly become invested in their own cognitive process, building their confidence,
capabilities and ownership of themselves. As noted in our text Frost, et. al, Selma Wasserman
(2000) refers to students in the primary grades as serious players. She advocates active learning
experiences where children are empowered to make their own choices for literacy play activities.
She refers to the child in such a classroom as a can-do child doing serious play (p. 191).

It is important to recognize the grade level and ages associated to the teaching process.
Childrens physical, mental, social and emotional development varies at different points in their
growth and thus a classroom environment and instructive lessons must make sense of that. For
example, recognizing the physical limitations of infants vs. toddlers vs. pre-kindergarten age,
will lead a classroom environment and teachers instruction format to be established in a certain
way, with items geared toward the appropriate age and capability. It is essential to consider the
internal development of the brain, emotions, motor skills, communication of a student when
establishing a supportive and productive environment for their engagement.
Although much of our educational landscape relies upon testing as the main form of
assessment and evaluation, it cannot be the only way children are evaluated on their knowledge.
Continuous observations, progress monitoring and goal setting and other forms of untraditional
assessment must be completed in order to fully understand a students comprehension of the
lessons. Through the use of observations, I will directly see the impact of the childs
comprehension. With the help of scaffolding techniques, reflection, and constant engagement, I
will be able to demonstrate how the knowledge that children come into my classroom grows and
improves.
While in the classroom, my role as the teacher can extend only so far, thus it is vital for
the childs success that their family is involved throughout the learning process. Having the
family committed to a sense of collaboration and belief in shared respect will create a more
positive, healthy, and productive classroom environment for the student. It is essential for me to
work together with a childs family toward their success. Both groups have such limited time
throughout their day that putting forth a united front will demonstrate to the child a supportive
network, a belief in their own self-worth, and establish a path for long-term success.

References
Frost, J.L., Wortham, S.C. & Reifel, S. (2012). Play and child development (4th Edition). Upper
Saddle River, NJ: Pearson.

Play Wales. (November 2014). What is play and why is it important? Retrieved from:
https://learn.dcollege.net/bbcswebdav/pid-3712713-dt-content-rid-15812149_1/xid15812149_1