Influence Change

           Influencing people is one of the most significant challenges leaders face, and as a preschool teacher at Cleveland ISD, I experience it daily in my classroom. In the context of my classroom, influence means helping my students see the importance and fun in learning, equipping them with necessary skills, fostering a mutually supportive environment, and adapting the environment to facilitate their growth. 

 

Every day, I strive to instill a love for learning in my students, connecting the language in phonetics with games and activities that align with their interests. This approach not only makes learning relevant but also fun. I incorporate developmentally appropriate inscriptions and practical examples to nurture their skills. The positive impact of this project on their learning and development is evident, inspiring and motivating them to learn. 

 

My influence as an educator is not about issuing commands but inspiring, motivating, and guiding my students toward new ideas and attitudes. It's about cultivating a stimulating environment that encourages active participation in the learning process. This is the true essence of influence in the classroom. 

 

My role as an educator extends beyond guiding my young students' learning. It's about inspiring them, encouraging them to explore new ideas, and sometimes, guiding them to adopt this mindset and behavior. My journey as a preschool student ignited my passion for learning. However, being an influential leader in education is more than just getting children to follow your lead; it's about profoundly comprehending their motivations, talents, and realities and appreciating their unique contributions to learning. 

 

For this reason, I am thrilled to share my unique and innovative phonics literacy project for preschool, which leverages the scheduled rotation system I implemented in Cleveland ISD. This project will bring about significant positive changes in our student's learning journey.

 

Before implementing my Innovation Plan Proposal, I conducted a series of careful observations. I had to infer or make assumptions about how much more young preschool students would want to do if they learned other things through their centers with the rotation technique. From their enthusiasm, I can see if these activities are practical or need different resources to impact my little students' learning positively. 

 

In my role as an early childhood education teacher, through my indirect influence, I will continue to maintain an interactive and cognitively positive movement environment. 

 

As a class leader, I am here to help children trying to develop these activities, which are challenging to do simply because they are not attractive to them. For this reason, as a teacher, it was essential that in my activities included within this training program, I attended to their specific needs and tastes as much as possible since a topic of interest to students is fundamentally to awaken their enthusiasm and optimism about him. A topic of interest to my students influences those still struggling in this process, and I encourage those already working hand. Therefore, the topic is only a pedagogical pretext for developing these activities. Taking into account their interests in the process based on their ability, this makes a relationship between them and me unique to obtain good results on a cognitive and socio-emotional level for both my preschool students. I need to observe the obvious to achieve these results, as Harapnuik (2016). 

 

The influential people in my organization significantly impact the specific decisions students must make in schools and classrooms. The key influencers for the success of my innovation proposal in developing preschool phonetic language are talented students in the school, parents, fellow teachers, and other items. Advanced students function as phonetic guides for the rotating process, helping their classmates and creating an environment of collaboration. Parental partnership is necessary to accentuate the learning of phenomics at home, and my colleagues and other teachers can share their best practices in Phonics teaching. 

 

In addition, we need the leader's help so that the director coordinators can support my innovation proposal. Cleveland ISD administrators' essential role is clear; they will provide institutional support and resources necessary for training and professional development (including eighty scholarships annually).
 

This aims to change the culture and structure of our institution more deeply and for a long time.

 

Leaders must implement sustainable change to ensure joint and prolonged well-being for all organization members. This will have several positive effects, as will a 100% focus on training girls and boys. With the proper support and committed leadership, we can transform our teaching atmosphere and lead our student's comprehensive development to success.

 

As a preschool teacher, I want my little students to develop a deep understanding of phonetic knowledge through meaningful learning, creativity, and imagination.

It is essential to recognize vital behaviors. Vital behaviors will help a teacher. 

 

It is essential to recognize vital behaviors. Vital behaviors will help me obtain positive results in phonetic language development as a teacher. However, some critical behaviors can impact the process if you do not take action. Replace them with essential behaviors that will help achieve positive results.