Running head: QUALITY EDUCATION FOR ALL CHILDREN 1
Quality Education for All
Children Damaris Canela
Liberty University
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Quality Education for All Children
My beliefs about education have always focused on individual differences and needs of
students. Teaching is not a one size fits all approach. The children that enter each school building
and classroom have different cultural upbringings, experiences, talents, intelligences and ways of
learning. It is for this reason that a teacher must consider each child’s strengths, weaknesses, and
prior knowledge among other things. Additionally a teacher must be on a quest to continue
learning and furthering his or her professional development goals in order to provide the best
education for all students. Teaching takes time, effort, passion and compassion, but when a
teacher ensures quality education for all children then students have a fair chance at becoming
successful in and outside of the classroom.
First I Believe Statement
Children and their families need to be appreciated and valued. A teacher can instantly
become ineffective if he or she does not take the time and effort to involve parents and let
children know that they are valued and cared for. Children can shut down easily if they feel that
they are unimportant to their providers or teachers. According to Morrison (2015), "Cultural
competence is the ability to interact effectively with children, families and colleagues of different
cultures as well as an awareness of cultural differences and cultural values," (p. 435). When a
teacher chooses (yes it is a choice) to be culturally competent they can create a classroom
environment in which children know they can let their guard down and share who they truly are
with those around them. I can remember countless times where I incorporated culture into the
classroom and it has only had benefits for all the children in my classroom. I recall that just last
year I had my 2nd grade students participate in a Women's History Month project. In this project
children interviewed a woman in their life. This project became so personal and powerful.
Children shared pieces of their family and culture. It was really great to learn new things about
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them. The children really enjoyed getting to know their classmates better and grew to appreciate
their differences. Morrison (2015) encourages cultural competence in this way sharing that
pictures of children and their families can be placed in the classroom and children can feel at
liberty to share about themselves and their families as well (p. 36). In addition, children's
learning styles can be considered too. As a teacher begins to note each individual child's unique
cultures and influences, they can also keep in mind that the way in which they learn is just as
unique. Knowing this will allow teachers to provide the best educational experiences for all the
children in their classroom.
Differences are to be celebrated and should be valued to provide a safe space in the
classroom for all children. God made us all with unique abilities, but we are all members of the
same body and as such have a role and responsibility within the classroom. God created this one
body with many parts that these individual parts would coexist and work in unison together. 1
Corinthians 12:25-26 mentions it in this way, “…that there may be no division in the body, but
that the members may have the same care for one another. If one member suffers, all suffer
together; if one member is honored, all rejoice together,” (ESV). According to Brummelen
(2009), “Classrooms cannot function as effective communities of learning unless harmonious
relationships exist,” (p. 181). The teacher should be at work forming these relationships with his
or her students and encouraging it within each of the students in the classroom. In so doing the
teacher fulfills the picture that Psalm 133:1 paints, “How good and pleasant it is when God’s
people live together in unity” (NIV).
Second I Believe Statement
Teachers should have knowledge of Early Childhood Education and apply it in order to
create developmentally appropriate classroom environments. Just as teachers should become
familiar with each child's culture, background and learning style, they should also have
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knowledge as to what students in the Early Childhood area are learning and what they are
expected to know. Once they have this knowledge then they can create developmentally
appropriate learning experiences. Morrison (2015) notes that, "With your understanding of child
development you will be able to select essential curricula and instructional approaches with
confidence," (p. 7). Curriculum should also be presented without any biases. In this way teachers
should think of the diverse population of both children and their families and provide learning
experiences with a variety of activities, supports and using different methods (Click et al., 2014).
Without this foundational understanding a teacher could not possibly provide effective
instruction that would be beneficial to the young minds within their early childhood classroom.
There is a prime example in Jesus’ ministry of a teacher who considered how to speak to
different audiences in effective ways. Jesus spoke in parables to the people He knew would need
to hear His teachings in ways they could relate to. He extracted spiritual truth from everyday life
to reach the masses. Jesus was also known for saying things that could shock people, but
definitely captured their interest. He often used hyperboles or exaggerated examples to get His
point across. One prime example of this is found in Matthew 7:3-5 when He mentions that one
should not be concerned with the speck in their brother’s eye, when there is a plank in their own.
Obviously a plank could not be found in anyone’s eye, but Jesus used this hyperbole to evidently
get a point across. Even Paul himself understood the importance of reaching out to people in
appropriate ways, “To the Jews I became like a Jew, to win the Jews. To those under the law I
became like one under the law…” (1 Corinthians 9:20, NIV). Teachers too must get to know the
audiences they are teaching and caring for. Just like Jesus and Paul did, teachers must also speak
to their audiences in ways appropriate for their developmental stage and level.
Third I Believe Statement
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As years go by the world becomes more advanced and innovative in the way it
communicates thoughts and ideas. Teachers have a responsibility to keep up with these current
trends. Technology continues to lead the way as one of the largest forms of communication and
is one of the greatest tools for presenting information, growing ideas and teaching. My belief is
that teachers should learn about how to use technology within the classroom to provide enriching
learning experiences for all children. According to Morrison (2015), “Learning how to use
technology to help children learn and how to involve children in the use of technology to ensure
their learning is an essential teacher role today,” (p. 62). Technology has paved the way for all
types of learning. Children who are excelling can make use of it to challenge and push them to
greater heights. Students with disabilities use assistive technology to help include them in lessons
and classroom activities (p. 390). As classrooms become more and more inclusive, this tool is
indispensable.
Jesus calls us to take responsibility for each of the little ones that are come into our
classroom. Each life we affect is a gift from God. He feels so strongly about it that Matthew
25:40 details it in this way, “…’Truly I tell you, whatever you did for one of the least of these
brothers and sisters of mine, you did for me.’ (NIV). Providing children with the proper tools for
success, such as technology, proves that this responsibility is taken seriously. Furthermore
becoming familiar with the current waves and patterns of this generation is quite similar to how
Jesus used parables to reach out to the people in ways that were familiar to them. We must
become familiar with what works and what does not. Even as He walked with His disciples He
was sure to use a tool that was familiar to them, such as casting a net to fish, to reach out to
them. Matthew 4:18-19 relates this account, Jesus walks by the sea of Galilee and calls out to
Peter and Andrew as they were casting a net into the sea, “…Follow me, and I will make you
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fishers of men,” (ESV). We must take Jesus’ example and use the tools available to us and that
are most understood by our audiences to make the biggest impact in the classroom.
Fourth I Believe Statement
Classroom lessons must be tailored to each individual student’s needs. Differentiated
instruction is a term that has become quite popular in the past recent years. There is an awareness
that students are not all built from the same mold and there is not a one size fits all approach to
learning or teaching. Teachers must get to know each and every one of their students in the
classroom and consider the best way to reach out to them and meet their needs. This includes
considering multiple intelligences and providing instruction using various modalities such as
kinesthetic, auditory and visual among others. According to Morrison (2015), “Planning for
student differences, learning styles, and pacing in the classroom is a must for educators,” (p.
402). These days technology has met the needs of these different learning styles as more and
more classrooms are incorporating the use of iPads and interactive white boards that have
software and applications that address all these learning needs in one place. Teachers can also
find other creative outlets to differentiate their instruction and make success a possibility for all
students in the classroom. Many teachers may find differentiation daunting because they feel it
will be extra work or they do not know where to begin. It is in these times that we need to repeat
God’s words to compel us to continue forward, “Commit to the Lord whatever you do, and he
will establish your plans,” (NIV, Proverbs 16:3).
In God’s eyes we are all special and unique. According to Brummelen, “…Every student
is a uniquely gifted person created in the image of God,” (Brummelen, 2009, p. 204). God made
us all different and knows that our abilities are all different. In the parable of the talents Jesus
anticipated that the person given the one talent would multiply it within his ability to do so. Thus
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we teach passing on these nuggets of information and children will make use of it within their
ability to do so. God has placed all kinds of learners that are in our classroom in our care, “both
for their benefit and for the benefit of our classroom communities (Brummelen, 2009, p. 205).
Fifth I Believe Statement
Social interaction is a great tool for helping children share, develop critical thinking skills
and gain a deeper understanding of course content. Children in the early elementary age most
definitely benefit from interacting with their peers and should be given many opportunities to do
so. According to Stetsenko, A. & Ho, P.-C.G. (2015), “Human beings are singular and unique
individuals, yet are also profoundly relational and deeply social, sharing with other people…
within the inalienable bonds that tie-them together with other people,” (p. 224). Piaget himself
suggested that children learn a great deal from interacting with others (McDevitt, T., & Ormrod,
J., 2013, p. 198). As teachers are regularly providing support through differentiation, fluid small
groups can be created so that children have learning opportunities to share with their classmates.
There are children who may be too shy to participate in a full group, but benefit from sharing
within a small group. According to Morrison (2015), “When you provide opportunities for
children to socially engage in small groups, you support thinking and interaction,” (p. 137).
Jesus understood the importance of interacting with others. He spent most of His ministry
speaking to others in different settings. He sat among the tax collectors, prostitutes, beggars,
poor and the children. He knew that these social interactions solidified His relationship with the
people and provided an intimacy with which people were more susceptible to hearing His
message and receiving it. There is power within the social interaction that happens within the
classroom setting. Just as Jesus set up opportunities to converse with the people and speak with
them at their level, teachers need to do the same and also make room for more learning
experiences that support this.
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Conclusion
Teachers set the foundation and tone within their classroom. It is important that they
celebrate differences within the classroom environment and provide rich resources such as
technology and curriculum with differentiated instruction in mind so that all children have an
equal chance at success. God has called the teacher to this calling or ministry with a purpose to
prepare young children for great works. In order to do so a teacher must be aware of the needs of
the children within his or her classroom and tailor the curriculum and teaching approaches to
meet those individual needs. All children can learn and grow and it is up to their teachers to
provide the best environment for that to take shape.
References
Brummelen, H.V. (2009). Walking with God in the classroom: Christian approaches to teaching
and learning (3rd ed.) Colorado Springs, CO: Purposeful Design Publications.
Click, P.M., Karkos, K.A., & Robertson, C. (2014). Administration of programs for
young children (9th ed.). Stamford, CT: Cengage.
McDevitt, T., & Ormrod, J. (2013). Child development and education. Upper Saddle River, NJ:
Pearson Education, Inc.
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Morrison, G. (2015). Early childhood education today (13th ed.). Upper Saddle River,
NJ: Pearson Merrill Prentice Hall.
Stetsenko, A. & Ho, P.-C.G. (2015). The serious joy and the joyful work of play: children
becoming agentive actors in co-authoring themselves and their world through play.
International Journal of Early Childhood, 47, 221-234. Retrieved from
http://dx.doi.org.ezproxy.liberty.edu/10.1007/s13158-015-0141-1
