Learning
Manifesto
At the heart of every preschool classroom beats the promise of a bright future full of possibilities for the young learners who fill their knowledge. As a preschool teacher at Cleveland ISD, I commit to cultivating a learning environment that nurtures my students' intellect, curiosity, creativity, and love of learning. In this learning manifesto, we will explore the core values that guide my educational practice and how these translate into an active commitment to the growth and development of every child who walks through my classroom door. We will explore avenues to build a bright, opportunity-filled future for our young students.
Providing optimal learning conditions for students is essential for their comprehensive development, impacting their emotional well-being and long-term academic and personal success.
As a preschool teacher at Cleveland ISD, I aim to inspire a love of learning, cultivate curious minds, and prepare my students for a future full of exciting possibilities.
As a teacher, I am committed to the noble art of educating and each student's comprehensive learning and development. In my classroom, I cultivate an environment that encourages curiosity, exploration, and love of the world.
I recognize and celebrate the uniqueness of each student. Each child is unique, with special gifts and talents. My mission is to discover and nurture those unique abilities. I inspire a growth mindset, promoting the idea that effort and dedication are the keys to success. Every challenge is an opportunity for learning and growth.
I recognize the importance of cultivating social-emotional skills. I educate for academic success, personal well-being, and adaptability in life.
Paul Tough (2013) delves into the role of non-cognitive skills in educational success. As a teacher, I am committed to the comprehensive development of my students. I recognize the importance of effectively integrating digital learning into the educational environment. I accept the sacred duty of cultivating curious minds and hearts full of wonder through challenges.
According to authors such as (Dweck, 2016), a growth mindset can lead to tremendous success in various aspects of life, fostering resilience, perseverance, and the willingness to learn from mistakes.
I believe in a holistic approach to learning that goes beyond the classroom and into the richness of the world around us. My commitment to my student's education is to sow seeds that lead to a lifelong love of learning.
I recognize and celebrate the diversity of intelligence in each child. Each child has a unique gift; my mission is to discover and foster those unique abilities. Gardner, H. (1993) inspires educators to take a broader view of intelligence and cultivate an educational environment that celebrates each child's diversity of skills and talents. As a teacher, by embracing this more comprehensive view of intelligence, I can create more inclusive, equitable, and nurturing educational environments where all students can flourish and reach their full potential.
In the current era, digital learning has radically transformed education, and along with this transformation, issues have emerged that require careful attention from educational leaders at the state, national, and global levels.
Regarding Continuous Educational Innovation, leaders must be proactive in adopting innovative approaches and be willing to adapt to rapid technological advances.
Emerging issues in digital learning and leadership require multidimensional attention and innovative strategies. Educational leaders are responsible for collaboratively addressing these challenges, ensuring that the digital revolution in education benefits all students, regardless of their location or socioeconomic circumstances.
Education constantly evolves, and its transformation is essential to prepare future generations. In this context, digital learning emerges as a powerful tool that can enhance the positive aspects of education and address problem areas. Examining how digital learning impacts what is right and wrong in education is critical to understanding its transformative potential.
Recognizing the diversity of learners (Gardner, 1993), digital learning stands out for allowing educational personalization. Its flexibility aligns with adaptation to various learning styles and paces.
The global connection is another positive aspect. Collaboration across geographic boundaries fosters cross-cultural understanding and social skills, promoting holistic learning.
Among education challenges is unequal access to educational resources (Tough, 2013). Here, digital learning can make a difference, providing access to educational materials in remote or resource-limited environments.
There is a need to improve the focus on standardized assessments (Duckworth, 2016). Digital learning offers more flexible alternatives focused on fundamental understanding.
For this reason, as a teacher committed to the holistic development of students, I am developing the COVA (Knowledge Construction, Process Ownership, and Authentic Dialogue) approach to guide digital learning in my classroom.
The COVA proposal (Harapnuik, 2016) reinforces this approach by giving students ownership of the learning process. By allowing them to choose how to explore and construct knowledge, autonomy and responsibility are encouraged, which are crucial aspects for developing skills for the 21st century.
In my preschool classroom lies an undeniable commitment to my students' holistic growth and development. By adopting iPad blended learning in the center rotation, I am committed to providing a rich and stimulating educational experience that addresses each child's needs and fosters their love of learning.
I believe in the transformative power of technology as a tool to enrich the educational process. iPads are not just electronic devices but portals to a world of discovery, creativity, and exploration. Through blended learning, my students can interact with educational content in a unique and immersive way tailored to their learning styles.
In my classroom, iPads do not replace traditional teaching but rather complement it. By incorporating them into the center rotation, I can provide differentiated activities that challenge and motivate each child to reach their full potential. From interactive apps that reinforce basic academic skills to digital creation tools that encourage artistic expression and storytelling, iPads offer endless possibilities for personalized learning.
Additionally, I recognize the importance of teaching my students fundamental digital skills that will serve them well in the future. Through the responsible and ethical use of technology, I prepare them to navigate an increasingly digitalized world confidently and competently.
As a preschool teacher at Cleveland ISD, my commitment to blended learning is strong and determined. As a teacher, I remain committed to developing and helping these children, guiding them on a journey of discovery. I recognize the importance of adapting my teaching to the individual needs of my students, integrating technology effectively, encouraging collaboration and active participation, developing 21st-century skills, and providing continuous formative assessment.
Through this manifesto, I seek to transform my students' educational experience, providing them with an inclusive, dynamic, and relevant learning environment. By embracing blended learning, I am committed to preparing my students for future challenges, equipping them with the skills and competencies necessary to excel in an ever-changing world.
I believe in the comprehensive development of my students. Beyond teaching academic skills, digital learning allows me to address emotional, social, and creative aspects. I seek to fill your minds, hearts, and souls with positive learning experiences.
I believe in an inclusive classroom that has a diversity of learning tools. However, equipping my students with technological skills is vital to their future, creative collaboration, and the power of lasting learning.
With my dedication and passion for teaching, I aim to inspire my students to reach their full potential and become lifelong learners. Together, as an educational community, we can make a significant difference in our children's lives, preparing them for a bright future full of possibilities in Cleveland ISD.
References.
Tough, P. (2013). How Children Succeed: Grit, Curiosity,
and the Hidden Power of Character. Mariner Books.
Deweck, C (2016).
Mindset: The new psychology of success.
Gardner, H. (1993). "Frames of Mind: The Theory of Multiple
Intelligences." Basic Books.
Tough, P. (2013). "How Children Succeed: Grit, Curiosity, and
the Hidden Power of Character." Mariner Books.
Duckworth, A.L. (2016). "Grit: The Power of Passion and
Perseverance." Scribner.
Harapnuik, D. (2016). Rethinking Learning in the Digital
Age: The [R]Evolution of Learning. Retrieved from
[source link, if available].