MY STUDENTS TAUGHT ME ABOUT COMPASSION


Day 1:    A long term project has been the topic of discussion for the last month.  My fondest hope is to build character and empathy in the children through a donation drive for the homeless shelter. Children learn compassion for fellow human beings through example. Compassion is a positive character trait that that becomes an innate quality. It is carried into adult hood. As children grow and seek employment, the ability to be a team player will be non negotiable. No question, literacy is important. It is a major component of positive assimilation into adult society. The concept of team work and empathy our valuable components as well.

Empathy towards co – workers can avail adults the chance of a successful career. These traits are developed in early childhood. My long term project has a major focus. It will emphasize what power children have when working as part of a team. Children often feel powerless. They often believe they are not capable of achieving anything of worth to adults. Hopefully, by the end of April these children will be equipped with self empowerment skills that will take them far in life. We are designing a giving tree. It sits on the wall by the art center. The children can pick a blank leaf. They may take the leaf home write the item down that they wish to donate to the families at the homeless shelter. When the item of choice is returned to the school, the leaf is placed back on the tree. A box sits by the door waiting to be filled with donations. The parents were asked to let the children pick the item of choice.

Parents may feel that a child’s donation is not the same item they would have chosen. By not coercing the child by choosing the item, parents are instilling choice making skills in the kids. The children are sorting, and packing the items every Friday. I will deliver the items to the shelter. We will add cheery notes and pictures from the school age class to our donation box. The shelter has agreed to let their children respond back to the school age class.  These will be memorable pen pals. Lessons will be learned, and a widened understanding of our world will develop.

I held a circle today to gain an understanding of how much my young charges comprehend about charitable projects.  We have gone over basic concepts such as the definition of a donation, and what kinds of notes we will write to the children. I first asked the children what the definition of a donation is. A child promptly raised her hand. Her definition was quite interesting. The child said a “donation is when we give away things that we don’t like”. This is a direct example of how children assess and scrutinize the adults in their life.

This child was mimicking others in her social circle. I responded by explaining that sometimes we donate things that others need. I added that this is a hard thing to do. We may choose a toy for our project. The child may decide that they would like to keep the toy. However, sometimes we need to realize that we have many nice things at home. The one toy we donate may be the only toy this child will own. Some may see this concept as above a child’s cognitive level. If adults take the time to model and explain, children surprise us with their level of compassion. Sometimes they are more empathetic than adults.

The next topic covered was the content of the pen pal letters. I asked the group what we should write in the letters. One child suggested that we write, “I am sorry you do not have a house”. I gently told the group that it was a wonderful sentiment but perhaps we could tell the children at the shelter about our hobbies, names, favorite foods, etc.  In actuality, the child’s statement had shown a simple level of comprehension in regards to why families live at the shelter. I believe the children will be shocked when the kids at the shelter write back with similar likes and dislikes. Perhaps the children will find a kindred spirit in the shelter kids. Utopian in thought, no doubt, but doable!

Day 14:

I entered class today and assessed the leaves on our giving tree. I have been working long and hard on this project. A mere six leaves contained names of children who had donated to the homeless shelter project thus far. I have broached the components of our project for months. I have written, printed, and dispensed fliers to notify parents of our project.  I pondered the idea of passing this project off as a bad idea. Perhaps the utopian lens I view this project through is clouded. I assumed that parents would embrace this project with positive support. After all, it is a unique chance for their children to learn empathy.

Approximately one hour after I pondered canceling the shelter project two families entered with donations. The donations were notable. Diapers, an inflatable infant pool, sandals, shorts, rain boots, and bathing suits, the items were of notable value, and seasonally appropriate for the warm months ahead. I addressed the director about canceling my project. She responded with positive support. The general consensus was that the project was beneficial to my students and the shelter. I was looking at the quantity of donations, and names on the donation leaves. The director reminded me that this project was beneficial in more ways than met the eye.  The director reminded me of the many facets to this project. I am teaching the children to step out of the box. They are being challenged to help those in need. The children are learning that our needs are not the only ones to be met in society. One needs to learn to put others before themselves. They will hopefully learn to step outside the insulated bubble some of them live in.

I realize this is a concept that cannot be fully comprehended at the tender age of five, six, seven, and eight years of age. In reality, some of their parents live in a secluded bubble. There is much power to the phrase, “the apple doesn’t fall to far from the tree. Hopefully, I can instill the building blocks for empathetic, action oriented behavior. In years to come, when the children’s brains have developed to a mature cognitive level the memories of this project will guide their maturing brains. Perhaps, a connection will be made. Time and maturity will tell.

The children are learning letter writing skills. They write notes to the children at the shelter which are to be delivered with the donations. I have received approval from the director for the shelter children to write back as long as last names are not used to protect identities. My hope is for the children in my program to make the connection through writing letters that the children at the shelter are composed of flesh, bones, and emotion. Will this connection cause a larger interest in donating to our cause? My fondest wish is to be able to respond with an adamant yes. I will deliver the first shipment to the shelter during the upcoming weekend.

I will persevere, be creative, and not give up on my utopian dream. To assist in the assimilation of future empathetic, open minded leaders into society!  I will take advantage of the plasticity of their young minds and hopefully alter their schema. If I don’t make an effort, I am not doing my job as an educator.

Day23:

Every teacher has aha moments. The day seems to be fraught with intentions that are met with indifference by the children. No tactic seems to extrude excitement out of their young bodies. Today would prove to be a reminder of why I am in this profession.  My journal is riddled with entries regarding a project I have directed. For the homeless population, I have endlessly explained what the meaning of this project is. To effectively get my point across to the younger school age population, I have had to chunk and simplify the definition of a charitable project. It must be conveyed in a simplified version that is appropriate for the cognitive level of my students.

A young girl entered my classroom with some wonderful donations this morning.  I was excited to see that she was finally getting excited and wanted to participate. This five year old child seemed to display great difficulty in grasping the reasoning behind this project. She is extremely bright. She is a victim of coming from a wealthy family. Every whim, wish, and desire is granted.  She has not been exposed to the atrocities of homelessness at any level. A couple of months ago I had posed a question to the class. I asked if they knew what a donation was. This child raised her hand. She said that donations are things we give away that we don’t like.

I gently explained that donations are given to help people who do not have any money. We try to give away things we no longer have use for. However we always give away things that we would like if we didn’t already own so many nice things. I believed that this child was indifferent to our project. Today would prove me wrong. I would be reminded that assumptions have no place in my class room.  As the little girl stood by the donation box, I eyed her hand. It was squeezed into a fist.  Something hung out of the end of her tight little fist.

Upon further observation I noticed it was money. I asked the child what was in her hand. She stated that she wished to drop a one dollar bill in the shelter box. I asked her if it was her money, or her parents. She proudly told me that the dollar was from her piggy bank. She had been saving for a new toy. She recalled my comment about poor children that have no toys whatsoever. The little girl dropped the dollar in the shelter box. She said that she wanted a poor child to buy a personal toy with the dollar she gave them. This was one of those days when a catch phrase is appropriate, and validated. That phrase is “and a little child shall lead us”!

Mari Nosal M.Ed., CECE

Mari Nosal : Please stop by my site at Amazon Books and check out my published books on autism aspergers special needs and more   http://tinyurl.com/kdspqy9

 

 

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ACTIVITIES TO ENHANCE LEARNING ENVIRONMENT IN CLASSROOMS


1) I Caught You Raffle

For behavior management I use a “catch them when they are good” system.

During the day give the children a ticket for various positive behaviors that are noted. Have them write their name on the ticket and put it in the box.

At the end of the week, pull out a determined amount of tickets from the box. They then can earn small tokens like a pencil, homework slip, chart, book, etc. this is a great positive reinforcement technique. By recognizing positive behavior, negative behavior does not get reinforced. With a tangible object to look forward to at the end of the week, the majority of the children love to join this “game”.

A math lesson on percentages is a secondary outcome of this game. The odds of having one’s name drawn in the raffle according to how many tickets are earned during the week can be calculated. Middle level elementary age students and older can keep graphs from week to week to chart the correlation between these factors. When the children realize that the more tickets they earn, the better their chance of having their name picked in the drawing, they exhibit positive behavior to get their name in the raffle.

I have used this with great success. Parents are wonderful about donating to this project.

As we all know, one of the most important parts of the D.I. recipe is a positive classroom climate.

There must be a feeling of camaraderie between the children.  In order to instill this, the children must know each other’s strengths and weaknesses. The following activities assist the children in getting to know each other. One activity increases positive behavior, which is also important in keeping the integrated classroom running smoothly. Behavior issues can take away a considerable amount of valuable learning time from other students.

2) The Toilet Paper Game

Throw a roll of toilet paper and tell students to take sheets from the role. Do not place a limit on how many sheets they can use.

Tell them what the sheets are for AFTER they all take sheets off the role.

For each toilet paper sheet they take, they have to tell the class one fact about themselves.

3) The Index Card Game

Each child takes an index card.  They have to write three questions on each card. Some examples would be: do you have a pet? do you have a brother or sister? do you like to play sports?

Have the kids walk around the room as you say, “mingle, mingle, mingle”. When the teacher says stop, the children switch cards with the child closest to them.

The intent of this game is to get children to speak and socialize with each other.

Whatever card a child was given when the cards were switched is kept, and the game starts again.

4) When children enter kindergarten some can already identify sounds of letters, some can actually spell words, and some are not readers. Some learn through auditory modalities, some through visual modalities, and some are tactile. This letter and sound recognition activity incorporates everyone’s different readiness levels.

Using concrete learning materials, everyone has fun while learning.

Take plastic letters, fill a bucket with macaroni and mix the letters into the bucket. Let the kids dig their hands into the bucket and pull out a letter.

If a child is a pre-reader, have them try to identify the letter. For the slightly more advanced child, have them identify the letter and the sound it makes. For the extremely advanced child, have them do all of the above. Ask them to think of a word that begins with that letter.

Have a great day and most of all have fun :-0)

Mari N. M.Ed.

Mari Nosal : Please stop by my site at Amazon Books and check out my published books on autism aspergers special needs and more   http://tinyurl.com/kdspqy9

 

VOCABULARY DEVELOPMENT – ITS IMPORTANCE IN AQUIRING READING FLUENCY


Why is vocabulary development important to acquiring fluency in reading? Vocabulary comprehension is a crucial component in acquiring reading comprehension skills. Successful vocabulary development ensures that students will develop meta cognitive skills which will assist children in comprehending advanced texts requirements when they leave the learning to read phase, and are expected to read to learn.   Comprehension is not the sole factor in word recognition and memorization of definitions; it is merely a main component of vocabulary development. For children who have not acquired proper knowledge of the meaning of words, reading comprehension will prove difficult if not impossible.

Children who are poor readers may lack the proper vocabulary to comprehend what is read and will find reading difficult .Struggling students will attempt to practice avoidance techniques such as procrastination,  or misplacing a text, rather than read a book overloaded with a vocabulary that is foreign to them.  Without exposure to new words students do not acquire the skills needed to achieve fluency. As time progresses and children receive increasingly demanding work, students continue to fall behind academically. A result of not achieving fluency is the “Matthew Effects”.  Bio social economic disparities within a child’s environment result in the “rich get richer and the poor get poorer” consequence. Excelling readers become avid readers and poor readers become poorer readers. Poor readers will read only when necessary thus learning fewer words

Vocabulary can be divided into three parts. Auditory vocabulary is composed of the words that are heard.  Verbal vocabulary is composed of words that are used in speech. Reading vocabulary is composed of words that are seen in print and can be decoded. Acquiring a fluent reading vocabulary requires more than looking up the definition of words in a dictionary. A proper form of instruction is required for children to develop word knowledge in-depth.  Students need to be empowered with skills to Develop strategies that will increase the growth of word knowledge.

     For word knowledge growth to occur four obstacles to vocabulary development must be addressed. If obstacles are not recognized, a successful reading experience cannot occur.

1)      The size of a task, the number of words that students need to learn is large.

2)      The difference between spoken and written English levels. The vocabulary of written English such as what students experience when reading a text differs from conversational English. Children who have do not have exposure to literate English in their environment may come from English and non-English speaking households.

3)      Limitations of sources of information about words. Children may have limited resources of reading materials in their environment. Thus, severely limited their experiences with words.

4)      The complexity of word knowledge. Children must comprehend more than dictionary definitions. Memorizing a definition does not ensure the word could be used in reading or writing. Different words pose varied demands on students.

The size of the task

     Students learn words at a rapid rate, estimates range in the thousands. Without instructional intervention, the vocabulary gap between fluent and non fluent readers gets larger. Students add 2000 to 3000 words a year to their vocabulary. This breaks down to roughly six new words a day. One can surmise how the gap between fluent and non fluent readers widens every year. Knowing the meaning of words can result in children comprehending new ideas and concepts faster than their peers with more mediocre vocabularies.

Differences in word knowledge begin at an early age. Children are exposed to varied ranges of words in their homes and communities. Socioeconomic classes can hinder or encourage exposure to words. Children from lower socioeconomic backgrounds will not have an opportunity to be exposed to experiences that well off children are. Children from households where parents are employed in professional positions are exposed to 50 percent more words than children from working class families. Finding ways to balance this vocabulary inequity reinforces the importance of creating opportunities for lower-income children to receive exposure to activities that enhance vocabulary and language development. If schools develop programs that rectify a child’s experiences growing up in a home that does not promote language and vocabulary development fluent readers will emerge due to positive school experiences.

Differences between spoken and written English

     Spoken language is less descriptive than written language. Speakers use many communicative tools to convey a message. Gestures, vocal intonations, and body language are not available to writers. Friends depend on shared knowledge during conversations. Certain descriptors are left out because it is assumed that a friend already knows what the person is speaking about. Friends may use words like “you know who” during a conversation. Reciprocal feedback occurs during verbal communication so any misconceptions could be validated verbally. Writing relies on more precise methods as the only mode of communicating a thought is the written word.

Differences between the spoken and written word poses a problem for English as a second language students.  Students may learn to speak English within two years and appear conversationally fluent but their vocabulary deficits may be hidden. Students who cannot claim English as their native language learn conversational English before they become proficient in written English. Educators must take these factors into account within their classroom or a child could be diagnosed as learning disabled when the English language learner is merely having difficulty comprehending a book.

The Literate English vocabulary can pose difficulties for children who come from an English-speaking household as well.  Certain words such as restore may be read in a book but the child is not acquainted with the word through life experience. Children who live in a low-income environment will most likely not know what renovate means, by comparison children from an affluent environment would most likely comprehend the definition of renovate in print due to exposure.

     Sources for Learning Independently

      Dictionaries are common in many classrooms. Dictionary instruction focuses on having children look up words they do not know and learn definitions. Children have problems have difficulty looking up words in the dictionary if they do not know how to spell the word and often misinterpret the definitions. Dictionaries often have multiple definitions and children struggle to choose the proper meaning.  Children may attempt to use word parts to comprehend new words. However, many words in the English language have multiple meanings such as steak/stake, rain/reign, plain/ plane. This can be confusing to a child

Students will likely acquire vocabulary knowledge as they pick up meanings of words from context as they read books. Context has beneficial long-term effects. Words will be encountered repeatedly by gradual accumulation of information related to the words that are read. Repeated encounters with words reinforce the odds that vocabulary growth occurs. One encounter with a word does not allow automatically to occur. When one knows a word the definition is usually comprehended. Knowing a word and acquiring the capability to use it speech, writing, or comprehension are extremely different. Children may be familiar with the word at or so and still have difficulty with defining the word. Definitions talk about a meaning but do not constitute word meanings.

Definitions identify, and then describe differences within a word category.  Meanings of words are not fully comprehended in descriptions of relations to other words. Students must experience a word in context and learn how its definition relates to other words that are used in its place. Comprehending the meaning of words as they are used in different contexts such as Joe gave the waitress a five dollar tip, the doctor gave my son medicine, or the actors gave a wonderful performance. Each act in the example differs from the others. Children cannot learn this from a dictionary definition. Children need to see words used in multiple contexts to comprehend how the words meaning changes. Each example had a receiver and giver but the meaning was different in each example.

Vocabulary knowledge is complex because all words are not similar. Vocabulary has function words and content words and these are not the same. Function words are syntax words that describe the function of a sentence. If function words are nonexistent, a sentence becomes unintelligible. Function words are learned relatively easily with merely 100 function words accounting for relatively 50 percent of words conveyed in English language. A content word is large, accounting for nouns, verbs, and adjectives which convey information in print. Content words veer towards abstract or concrete and are descriptive, such as things, sounds, and colors. Abstract words are difficult to learn as they have to be taught through example. Concrete words can have connections to an object.

Content words can teach a new concept, a new way of organizing ideas, and experiences. An example is photosynthesis which needs to be learned in the context of another scientific idea. Concepts are learned through repetition and experience and are vital to vocabulary development.   What qualifies as reading for vocabulary growth? Reading material should be to students at a variety of levels. Reading for enjoyment can increase fluency skills as the child is most likely reading text that they are familiar with. Challenging text should be available to give children the opportunity to acquire new skills.

The text must not be so challenging however that the child will get frustrated and avoid reading the book. Reading strategies may be developed by assisting the child in developing strategies that assist them in reading challenging books without becoming frustrated.  Students who learn comprehension strategies tend to find reading more palatable. How to increase motivation levels is of the utmost importance in the road to fluent reading. Classroom climate is an important factor in encouraging reading. Classroom environments that promote reciprocity, a variety of reading materials, ample pockets of time to read, and social interactions with peers and the teacher during reading time increase students  motivation to read. An important motivation booster is modeling.

Teachers would be well advised to mention to students that they like to read specific books. Teachers present a great example of how enjoyable reading can be by making a point to read in front of the students. Exposure to books in the classroom will have a positive effect on English language learners and English-speaking students who have developed fluency in conversing but do not have much exposure to text outside of the school environment.  Successful classrooms can create an atmosphere that takes advantage of verbally fluent students by increasing the level of spoken language in the class. Incorporate words that are present in print to increase literacy.

A great way to induce exposure to literate vocabulary is to read story books to the children and allow time for discussion of the content. Reading aloud is conducive to acquiring the meaning of new words.  Audio books that children can access independently expose them to new language experiences as well. Although no text is present during storytelling activities the children still receive exposure to new language and experiences. Stories can be adapted into fantasy play for younger children to reinforce a story that was recently heard.

For successful introduction of a new challenging vocabulary, a teacher must make it an enjoyable experience for the children. Students need to comprehend the differences in written and spoken words in order to become literate. Children can reinforce new vocabulary words learned from reading by copying sentences from their reading materials into a journal. Encourage the children to write descriptions, plays on words, that the children found interesting. Allow children to share their journal with the class so they can learn from one another. If a child is to shy, allow them to post interesting information from the book on a wall.

Playing oral and written word games can enhance vocabulary comprehension. Puns and limericks can be used in both younger and older grade school class rooms. Jokes, riddles, crossword puzzles, and anagrams can be used in older grade school classes where the child’s cognitive level is more developed. When students realize that playing with words can be enjoyable it creates an interest in knowing more about them, and can become a catapult for independent word learning.

When a child is taught in an nonthreatening atmosphere they thrive and perceive learning as an enjoyable activity. Teachers who instill positive self efficacy in their students create life long learners. Children, who have been taught to believe that they are capable of achieving their goals, possess an innate sense of curiosity which propels them to develop a thirst to learn more. Children who are struggling readers and are in a negative classroom climate will perceive learning as something they are incapable of and eventually give up. May all educators strive to create a culturally sensitive classroom climate, and may there be “No Child Left Behind”.

Mari Nosal M.Ed., CECE

Mari Nosal : Please stop by my site at Amazon Books and check out my published books on autism aspergers special needs and more   http://tinyurl.com/kdspqy9

 

DRAMA CLASS HELPED MY EMOTIONALLY CHALLENGED STUDENT BELIEVE IN HERSELF


 

 

 

 

 

 

 

 

 

 

Our drama portion of the curriculum is developing at an interesting pace. The children are creating a stage complete with theater curtains. The curtains are made of green vinyl and decorated in crayon. The name of our theater group is written in a childish scrawl upon the curtain. By unanimous vote, the theater group was christened as the boys and girls theater. When observed by an adult’s perception, our theater may appear to be a ramshackle corner in the class. To the children, it is a work of art! The child’s perception and input is of utmost importance. The children have made microphones from toilet paper rolls covered in foil paper. The microphone speaker is a painted eggshell carton.

The kids may appear to be merely painting, singing, and pretending. They are actually learning to think outside the box. Stretching their imaginations and experiencing safe challenges builds positive self efficacy. The children learn that their input matters. Imaginary play creates positive interactions with friends. It gives children an outlet to practice new skills.  One child in my class room is mentally ill. This little girl was sullen and tearful at the beginning of the year. I used to physically tear her five-year old frame off her mothers leg when it was time for mom to depart. Twenty minutes would be spent observing a teary eyed little girl sulking in a corner of the room. She spoke to no one, and never socialized. Her only place of solace was the art center.

As I have attempted to teach this child dance moves she has started to join the group. After observing her watching the other children sing and dance she finally joined in today. She grabbed her hand-made microphone. I heard the most beautiful sound ever. This child stood in front of me and belted out a song. It was as loud as her lungs would allow. I was shocked. She sang in tune, and was synchronized. My heart was full of joy for her. She stopped singing for a moment. I told the child that I was proud of her. I spoke of my pride for her singing with the others. The child looked at me. The following statement will live in the archives of my memory for years to come.

The child said, “Miss Mari, I love to sing in your class. I feel safe in here” That was like music to my ears. No teacher could ask for a more memorable moment in the class room. To steal a phrase from the master card commercial,   the toilet paper rolls for microphones, cost four dollars. “The memories are priceless”. My goal is to create an environment where children have positive interactions, learn skills, learn the art of choice making, and last but not least develop positive self efficacy. To an adult, watching a child struggle makes us want to step in and assist the child. Imagine the lifelong confidence a child develops when succeeding in a safe environment. They learn to believe in themselves. They use that confidence to grow in the classroom, and out in the world. Educators can’t supply a child with a better gift. No money can buy a happy, healthy, child who becomes a happy and healthy adult.

Children can teach us more than we teach them occasionally – if we just step back long enough to reflect and listen to them:-0)

Mari Nosal. M.Ed.,CECE

 

Mari Nosal : Please stop by my site at Amazon Books and check out my published books on autism aspergers special needs and more   http://tinyurl.com/kdspqy9

 

ENHANCE KIDS LITERACY SKILLS WHILE HAVING FUN


1) Alphabet Soup: This creation that is disguised as a craft project enhances literacy skills and is just plain fun. Children can cut colorful construction paper into small squares. Provide the children with alphabet cereal letters. The children glue the alphabet cereal letters on the small squares of paper. Provide each child with a disposable bowl, (Never use glass bowls to prevent injury!)

Whoolah – Alphabet soup!!!!!!!!!!

2) Homemade colored glue:  Provide each child with a small disposable bowl, glue, a spoon, and several drops of food coloring. For younger children, you may ask them which colors they choose and squeeze the drops in their bowl. But do let even the littlest kids stir the gluey mixture independently. They gain pride from this.  (I am a strong proponent of letting the kids do projects as independently as possible) The messier the better!! Mess means fun.

Stir the white glue and food coloring together. You can be inventive by adding glitter, etc. Provide alphabet stencils and encourage the children to trace names, stop signs, etc. Fill in the letters with the colored glue creation. Decorate with yarn, macaroni, the kids are only limited by their imagination.  Let the crafting begin!!!!!!!

3) Treasure map: Have children cut the edges of a piece of paper. Soak in black tea for a couple of hours. Remove from tea solution and let the paper dry overnight. When completely dry, the children can draw a treasure map on their pirate map.  The may hide items for other children to find and switch maps for lost Bounty. (provide stickers, erasers, etc. for the children to hide according to where X marks the spot on their map: As fun as this seems, it enhances spatial relations, sequencing, and processing skills. The children are hard at play but hard at work as they must process the maps to hide and find their coveted  bounty.

4) Shaving cream spelling bags: Assist the children in inserting a minute amount of shaving cream in a ziplock baggie Make sure to fill the bag with shaving cream no more than a third. Put several drops of food coloring in the baggie. ALWAYS MAKE THE FOOD COLORING CHOICES THE CHILDS. This provides them with positive self-esteem and gives them a sense of ownership when they are consulted on their project. After all, it is THEIR project not ours. We merely coach and assist.

Seal the baggie and place a second baggie over the first sealed one. Then seal the bags edges with duct tape. This reinforces the bag and guards against leaks and tears.

Place bags on a table and encourage children to trace their name, letters, words, etc. with their finger on the outside of the bag. If the bag was not overfilled children will be able to see their letters on the bag.

Have fun and more tomorrow :-0)

Mari N.  M.Ed.

Mari Nosal : Please stop by my site at Amazon Books and check out my published books on autism aspergers special needs and more   http://tinyurl.com/kdspqy9

 

BELIEVE IN THE CHILDREN – A POEM FOR TEACHERS



Oh teachers listen closely

For this you need to know

My future rests right in your palm

I need you as I grow

My destiny is yours to shape

By words you choose to use

Encourage me, tell me I’m great

Your power do not abuse

Believe in me and I will shine

I will not let you down

Give up on me and let me fail

My choice will be to drown

Please teach me all you know my friend

Do not give up and leave

And I will thrive because I knew

In me you did believe

I have the talent to succeed

But sometimes feel lost

Please help me so I find my way

No matter what the cost

Don’t leave me on the tough days

I need to know you’ll stay

For you help me to grow and learn

And assure me i’m o.k.

Support me, guide me, and teach me

My fate is up to you

For with your words I’ll fail or win

It is up to you you’ll see

Please don’t leave nor write me off

I am worthy of your time

I promise I’ll not fail you

To give up would be a crime

My future is up to you you’ll see

In you I do believe

I will succeed and fulfill my dreams

If you walk with me

In order for me to succeed

I can not walk alone

Don’t give up on me and walk away

My emotions will turn to stone

Teachers listen closely

I need your help today

Help now and I promise

I will make you proud one day

MARI NOSAL, M.Ed., CECE

Mari Nosal : Please stop by my site at Amazon Books and check out my published books on autism aspergers special needs and more   http://tinyurl.com/kdspqy9