http://www.zazzle.com/vintage_children
Parent, teacher, substitute, or assistant, I have loved every one of the roles I have held at Trinity School. Each of these roles comes equipped with pros, cons, rights and responsibilities, as well as a limited perspective of the lives of Trinity’s gifted children. I’ve been lucky enough to be able to combine all these perspectives together in order to create a more cohesive understanding of these children’s lives.
For example, three times a week I transition from an assistant downstairs in the EED with the 4’s in Pre-K (a group I have followed from the 3’s) to an assistant upstairs in the UED with 2nd Grade art. Despite the difference in their age, I find these students to be the same; they are all children who strive to learn new skills and knowledge. Students are taught at a young age to try their best, to work hard, and to always exemplify the role of a Trinity School student.
However, it is important to remember that even though they are thoughtful, mature, kind, intelligent, and can work a computer better than most of us, they are first and foremost children– children who are still developing and testing their boundaries– children who need to play and make mistakes.
No matter what perspective you hold, we must remember to keep the children at the center of Trinity.
Learner, Thinker, Writer: Harvey Ross serves Trinity School as a Pre-K assistant teacher and a 2nd Grade assistant Art teacher.
Thanks Harvey for sharing your wealth of experience with all of us- especially the 2nd grade art classes!
Harvey-I loved your thoughts about Trinity children. I think you are right on target!
In my work, I am placed in a position to discipline children from time to time. I think that the greatest part of that role is helping children understand that they will make mistakes and that they will still be loved. The boundaries become clearer and the enduring lessons of care and trust surface.