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Pressure from Higher Ups

I write to address the concerns raised over my change of teaching methods. I would also like to express my decision to continue with the developmentally appropriate instruction method in my class. Developmentally appropriate practice is a concept that involves balancing environments to the varying needs of young children. In arriving at this decision, I have considered several factors that influence teaching methods and I am confident that my decision will greatly serve to advance the well being of our students which I am committed to. Developmentally appropriate instruction method acknowledges and takes in to account the fact that students have different learning styles, approaches and individual needs. A system that respects these factors, in my opinion is the best in establishing an effective and stable learning environment. I feel that the use developmentally appropriate instruction method in my classroom together with a hands-on approach will maximize the student’s overall physical, emotional, and social growth.
In my new teaching methods, I normally consider several factors among them: age, individual ability and socio-cultural background of the student. Each student is unique. It is important that as teachers, we match what is expected from our students and what is developmentally appropriate. A teaching method that is developmentally inappropriate will have negative effects on the student which may include: aggression, distractible behavior, and slower growth in arithmetic understanding. I am cognizant of the issues that worry you. I understand that my change of a teaching method raises questions on whether my students will be ready come the local assessment tests. However, I would like to assure you that the method can only make them more prepared- more so in arithmetic and reading.
Research has shown that children who attend developmentally appropriate classrooms from kindergarten through second grade had better scores in math and reading tests in their third grade as compared to their colleagues who were in developmentally inappropriate schools. Young, M. E., & World Bank. (1996) says that although children from traditional classrooms initially showed greater academic performance compared to their counterparts in developmentally appropriate schools, those differences soon disappear before the end of third grade and those children from traditional classrooms show lower initiative, lack creativity and exhibit a negative reaction to school. In my newly adapted method, children are the main actors in my classroom. I, as the teacher, will normally coach, observe and answer the children. By noting the kind of questions my students ask, am able to help them have a better and deeper comprehension of the topics they raise. This method, in my opinion, prepares the student to be independent; such a child will be more motivated to pursue more challenging academic tasks without unnecessary adult supervision.
However, I would like to assure you all that I will continue to adhere to the school curriculum as set by the school. The perception that this new system is about play is not correct. This is not to say play is not important: i will continue to engage the students in plays that help achieve certain set objectives such as team work or arithmetic as is the case with puzzles. I will try as much as possible to balance my teaching methods so that they are in line with the set curriculum. I will also continue to teach students to take tests for optimum results.
I have no doubts in my mind that this method will not only enhance the mental growth of the child but it will also increase their chances of performing well in their third and fourth grade tests. Kindly support me on this noble endeavor.
 

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