Children should not be under pressure. Children should not be given the challenges of their parents. Children should not be thrown in a hostel. Children are not horses who race for their owner. Every child is different. Children should be loved by the parents with out any expectations from them. A child should be treated nicely..
Many Pathways of Learning
Every child is special, with unique combinations of abilities and needs that affect learning. And all children deserve the opportunity to learn in ways that make the most of their strengths and help them overcome their weaknesses.
Even a young child with a gift for visual thinking might draw pictures well, and use line, shape, and color to communicate ideas. Drawing, painting, diagramming, mapping might be the ways that this child expresses herself best. Showing her pictures or charts may be a good way to help her learn.
One child may face a special obstacle. . .
A child might have an injury that keeps him from holding chalk or a pencil. Another might have poor hearing that keeps her from participating in class, or even from saying words properly.
As teachers, we can take notice of students who face special challenges, and find ways to help them. We can use our creativity to make our classes vital and filled with opportunities for all learners.
The uniqueness of each child
Every child is an individual, with special social, emotional, intellectual, and physical qualities.
Children are unique. They are individuals and no two children are alike: physically, emotionally, socially and intellectually, each child is a unique individual. Because children are unique, even if there are common needs and characteristics that children of a particular age or stage of development share, they must be understood by their parents and teachers in their uniqueness, and their individuality must be respected.
For example, even in a single-grade classroom composed of 45 to 50 seven-year-olds, not all of the seven-year-old will be reading at precisely the same ability level. They will also differ in the ways they are able to understand and solve word problems in mathematics. They will have different personalities—some will be shy, some will be confident, some outgoing, some quiet but competent. They will each have their own life experiences and feelings about themselves. They will have different likes and dislikes, interests and needs.
However, this does not mean that a teacher has to prepare 45 or 50 different lesson planswhether it is a single-grade or a multigrade classroom. Instead the teacher must be able to get to know and understand each of the children and prepare teaching/learning activities that will respond to and reflect these individual needs of children. As children work individually or independently, in small-groups or as a whole group, they will each benefit in their own way from these activities. What is most important is that the teacher, who is primarily responsible for planning the daily activities through which the children will learn, should know every child and keep track of how well each child is able to learn.
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