Elizabeth Peet was born on March 26, 1874 in New York City (Parson, 2007) she is the youngest of four children. She was a third generation educator for the deaf having come from a family of prominent educators of the deaf, her father Isaac Lewis Peet and grandfather Harvey Peet, they both served as principals of the New York School for the Deaf for almost seventy years combined. Harvey received his early training at the American School for the Deaf. Edward and Dudley Peet, Elizabeth’s Uncles. They also taught at the New York School for the Deaf.
During a talk at the annual awards conference, Burns talked about how her mother, who raised Ursula single, in one of the worst New York City Public Housing Projects, loved to give advice. Ursula was the middle sibling among three. Her father was not around, but her mother was a confident woman who always expected great things from her kids. She taught Ursula how to strive and move up. Her mom always knew her way around a good deal and therefore she hustled to put them in private school.
Prosser is the second oldest of eleven children but the first to go to college. When she was in high school, her and her brother went to live with a family member because the family had moved to Corpus Christi, Texas, where there was no black high school. She graduated from high school valedictorian in 1910 and from there she was determined to continue her pursuit of a higher education. (2005) Inez Prosser at a young age was very determined; the bulk of her life was spent pushing past the limitations that the world would try to enforce. Inez Prosser was raised during a time that racism and segregation were very openly accepted forms of behavior.
Kenneth and Mamie received their bachelor and masters from Howard University. Mamie did her master thesis on, “The Development of Consciousness of Self in Negro Pre-School Children, She did this because of her work with the all black nursery school and her future husband wrote the thesis with her and added the research on self-identification in Black children and she had two children during this time, Katie in 1940 and Hilton in 1943, all the she completing her degree (Butler, 2009). Kenneth went to Columbia University in 1937 and Mamie in 1938 graduated magna cu laude. Mamie worked at a law office for a while. That is where she saw firsthand how segregation had a damaging effect.
The pig farm was located in Denmark, where she stayed for 13 months as a foreign exchange student. After that she returned to her hometown, where she worked for minimum wage at a clothing store, which opened her eyes to the reality of her needing to go to college. She went to Onondaga Community College and graduated after 2 years. While
Both Baby and Anne are very smart, but Baby isn’t recognized for it. Instead she is put into a practical learning class. “I didn’t bother explaining that I’d been on the honor roll at my last school. That I had to go to a program for kids who had learning disabilities made me sad beyond words.” (Page 202, O’Neil) Baby deserved more, considering she was on the honor roll. But because she had to go to a detention centre, the social worker basically forced her into going to this class.
Susan Brownell Anthony was born in Adams, Massachusetts in 1820. She grew up in a Quaker family, the second of eight children. Her family had been active in many activist movements. They helped develop her sense of justice and morals. Susan learned to read and write when she was 4 years old.
She leads and sets examples for her students to follow each day. Dr. Boisha Wofford graduated from Spartanburg High School in 1996. Following Spartan High she attended Clemson University and graduated in 2000 with a Bachelor’s Degree in Fine Arts focusing in printmaking. Taking a year off she then returned and attended Converse University and graduated in 2003 with a Masters of Education majoring in Elementary Education. Returning years later she began working on her Masters and Doctor of Education.
Actively encourage and support learners in becoming independent. Will lead learning “guided” groups, modelling concepts and language that the adult leading the learning has used. Will alter an activity or change the apparatus if an activity does not meet the learners needs to enable them to achieve or exceed the expected outcome. Are acutely aware of learners capabilities/prior learning/understanding and plan very effectively to build on these. The areas that I have assessed as “good” and therefore need improving are: Enable learners to access resources appropriately – I feel that I need to make more time to be able to show the children how they can get the best from the resources that they have available to them.
NAEYC Codes of Ethics Core Values *Appreciate childhood as a unique and valuable stage of the human life. Appreciating childhood could affect teaching in the classroom because you would know how to teach them better. I think that you would also be able to come up with more developmentally appropriate activities for the children. *Base our work on knowledge of how children develop and learn. By basing knowledge on how children develop and learn, it can help make more developmentally appropriate activities.