“nurturing Young Minds: Elementary Education Degrees In The United States” – I am Mrs. Lalitha Sangam, I am currently working as a primary school teacher in Unicent School, Nagole, Hyderabad, who is about 25 years old. During this time, I have learned a lot, I have faced many problems, and I have been able to do important things. It is important to recognize that children have different learning styles, and our responsibility is to recognize them by giving them opportunities to learn.

The most memorable experience I had was with a kindergarten student who at first had trouble saying a single word. I tried many methods, but in the end, it was my dedication to spending time with him, talking, and accepting the challenges that led to his success. Today, he is in grade 7, and his parents still appreciate the progress he made under my guidance.

“nurturing Young Minds: Elementary Education Degrees In The United States”

Over the 25 years of my teaching career, I have seen my growth as a teacher. My teaching skills have improved significantly, and I have developed my passion for storytelling. I really enjoy telling stories with passion and clarity. Storytelling is a powerful tool to engage young people, stimulate their imagination, and develop their language skills.

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One of the most important aspects of educating preschoolers is developing important life skills. In addition to imparting academic knowledge, we focus on developing qualities such as empathy, cooperation, and problem solving. These skills are what build a child’s character and will help him throughout his life.

As I reflect on my journey, I am filled with gratitude for the opportunity to shape young minds and contribute to their growth. Teaching is not just a job for me; it’s a lifelong passion. I am excited for the coming years, where I will continue to inspire and motivate the next generation of students, constantly adapting to meet their unique needs.

Brainfeed’s trainer edition connects thousands of school leaders and teachers giving them clear insights and clear vision to see current trends and results. after moral events. Image: Alamy

Students at risk may have emotional, social and developmental learning disabilities. So what strategies can teachers use to help them?

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In almost every classroom, there will also be those who find learning difficult – children who may keep the teacher up at night, or who feel that they need to correct certain behaviors more than they normally do.

In my work to improve the education of vulnerable children and young people – especially those in the care and supervision of local authorities – I have realized that many will not be in a good place, psychologically, socially or developmentally. study it. Although the children I work with represent the tip of the “vulnerable”, there are many other children who are in the protection system or are known as children in need. There will be others who do not know any work but come to school every day after facing many difficulties. What can we do to better help these children? Here are some pointers.

Behavior is always communication, although we may not always be aware of it. Imagine a really bad day – you go home and minutes later you find yourself arguing with someone in your family. Maybe you weren’t ready to take your frustrations out on those closest to you, but that’s what happened.

Most vulnerable students have moments when they don’t feel right – and they can react to all kinds of triggers to protect themselves or keep themselves safe (which can be very different). Similarly, they often face a lot of rejection.

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Many have difficulty following through and sometimes “reject” before being rejected. They may push you away because that would be less painful than letting you reject them. Or it could be that certain traits give them access to the person they love, so their message is “I want that person”. By accepting this, and realizing that what students need more than anything is to create relationships that help them feel safe, we can change the way we do things accordingly.

Developmental and maturational rates of at-risk children are often out of proportion to their age. In schools, we often help children when they have academic failures – and many students who are at risk will have this – but almost all of them will have gaps in their social and emotional development.

It is possible that they have not developed the skills that their peers have, and because of their experiences they have developed certain “street smarts” skills that can make the teacher think that they are more mature than they are.

All parenting requires boundaries, and some of the students may not have them or will have inappropriate, overly strict boundaries. But while consistent, firm boundaries can help a child feel safe, it’s important to remember that parenting also has its side.

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Parenting refers to the constant care that we can expect a parent to give a child. If one of your students is living in the group of young children who are taken care of (about half a percent) it seems reasonable to think that they would not receive constant care, cholera that helps them to be healthy, mentally and emotionally . (it is also worth noting that the prevalence of mental illness among disadvantaged children is 46.4% compared to 8.5% among non-disadvantaged children and adolescents).

Some children may need special treatment but all children, especially those at risk, can benefit from schools that promote healthy living. As teachers, we should not underestimate the power of a smile, a kind word, acceptance of following behavior and appropriate physical proximity.

The behavior of many at-risk students will be driven by emotions, and their past experiences may influence their behavior. There may also be less punishments that may affect them, because they may be going through the most difficult times in their lives so far.

I always avoid public presentation in front of the class. If you want to talk to a student, choose a time and place carefully to de-escalate the conflict, and give yourself a chance to discuss the issues.

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There may also be other things that they find difficult to do, because of the difficulties involved and the pain they have had on them. Things like making eye contact or controlling cravings can be very difficult. There will be children who have experienced social problems in almost every school, so making sure that school staff understand the consequences of this can be seen as an important part of staff development. Virtual schools, which focus on the education of children in care, will run courses on these topics.

It may sound obvious, but what at-risk students need more than anything is stability. The students need you to get better and keep coming every day to be their teacher or teaching assistant. They want you to be there and be brave enough to help them – so it’s important to take care of yourself by eating well, exercising, and sleeping well.

It’s helpful to make sure you create a support group so you can discuss with your colleagues what went well, what didn’t go well and new ways to try the next day. Be aware of how you are dealing with at-risk children in your classroom, and seek help from other professionals or additional training if necessary.

Sheila Mulvenney is a virtual school principal and author of Overcoming Barriers to Learning: How Caring Cultures in Schools Help Disadvantaged Children Learn.

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Looking for a teaching job? Or do you need to hire school staff? Look at Guardian Jobs, a specialist in education The relationships in a child’s or young person’s life are critical to their well-being and growth. At school, this means that their relationships with school staff, and with each other, must be supported and supported.

Schools should ensure that children and young people feel they belong, and are an important part of the school community. Students should think that their relationships with school officials are good, consistent, and based on mutual trust and respect.

Schools should also help children and young people develop healthy relationships with their peers – through good relationship education, a good school-wide anti-bullying policy, and through peer support programs.

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In general, for a child to grow up and do well in school, he must feel that he is important and valuable in the school community.

We are still looking at what aspects of ‘school’ make a difference in the progress of children and young people, but

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