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20 Chapter 1 DOUBLE TAP TO ZOOM ON PHONE OR TABLET Clifton School methods, and demonstrate difficulties with social interactions. We are consistently seeing sensory motor and cognitive issues pop up in later years because of inadequate opportunities to play and move in the early years. Chapter 4 discusses the warnings from this research and helps you examine your own current practices that may limit children’s active playtime. The chapter offers information about children’s sensory/motor systems and the vital importance they play in the brain development that leads to self-regulation and focus. You will be invited to study children as they seek out these sensory/motor experiences and be offered examples of teacher documentation high- lighting the skill and competence children have when moving their bodies. You will also learn how your own reactions to chil- dren’s risk taking and physical challenges can affect the opportunities children have to develop these essential skills. who is doing the teaching. In The Courage to Teach, Parker Palmer (2007, 4) reminds us that this consti- tutes a fundamental deficiency for teachers. Chapter 5 Core Practice: Bring Yourself to the Teaching and Learning Process A good deal of pre-service teacher education and ongoing professional development is focused on what and how to teach, leaving out of the equation Martin Luther King Jr. Day Home Center The question we most commonly ask is the “what?” question—what subjects shall we teach? When the conversation goes a bit deeper, we ask the “how?” question—what methods and techniques are required to teach well? Occasionally, when it goes deeper still, we ask the “why?” question—for what purposes and to what ends do we teach? But seldom, if ever, do we ask the “who?” question— who is the self that teaches? How does the quality of my selfhood form—or deform—the way I relate to my students, my subject, my colleagues, my world? Chapter 5 describes a core way that our curriculum framework addresses this dilemma for teachers. If you don’t know yourself well, if you feel powerless in your job, how can you be an effective teacher? Bring- ing yourself, not just your teaching goals and tech- niques, to your days with children requires that you recognize how you instinctively react to things that unfold with children. You can begin to develop this insight by asking yourself these questions: What past experiences influence who you are as a teacher? What do you value and want to pursue with the children you teach? COPYRIGHTED MATERIAL