The First Dawning of Self-Discipline Comes Through Work. Discuss This Statement

When comparing and contrasting two teaching approaches, it is important to remember that although there is a myriad of different types i.e. Froebel, Montessori, Steiner etc., they all possess similarities and differences. Each individual approach has many fascinating points, however the Montessori and Steiner approach will be discussed in this essay. Montessori’s approach is based on the understanding that children have an inborn capacity to acquire information and to teach themselves when placed in an environment that allows freedom and independence to work at their own pace (Miller, 2010, p.71). Whereas Steiner’s approach is based on the understanding that children learn primarily through imitation and whatever is happening around them from

The Consequences of Lack of Self Discipline Here I am going to look at the police service and investigate how members of this service could bring the force to disrepute by not having sufficient self discipline and behaving in an inadequate way. Such behaviours could have terrible consequences. I shall be talking about the following consequences: Y Consequences involving members of the public Y Consequences affecting members of that public service Y Consequences involving the force Consequences involving members of the public: Members of the police force behaving inappropriately can lead to a member of the public suffering negative consequences. I shall now give an example of a

builds on the strengths he or she has developed”(Harms, pg. 3). Start practicing self-discipline at an early

The Montessori approach aims to promote children 's holistic development but by stepping back and allowing the children to play by themselves without intervention. Practitioners are expected to step back and only get involved in the children 's learning only if invited or if the child is at risk of harming themselves or other children. I think that it is important that practitioners get involved in children 's play and learning only to improve the child’s current learning. They could do this by challenging them or by asking the children questions to further the child’s learning. This could also be done through adult-led activities as they are more structured as APPOSE to the child-led activities. Child-led activities are SPONTANOUS and are often do not have a certain aim where as in adult-led activities have an aim that is expected to be reached by the end of the activity.

In the Introduction of How Children Succeed, the author Paul Tough presents the notion that future success is dependent on a variety of factors, rather than a common singularity. He encounters this proposition during his time at a pre-kindergarten and kindergarten program called Tools of the Mind. According to Tough, the program asserts on the following, by which he writes, “rubric self-regulation, will do more to lead to positives outcomes for their students … than the traditional menu of pre-academic skills” (Tough xii). In comparison to other programs, Tools of the Mind emphasizes on the development of behavioral or self regulated skill-sets. Puzzled by his findings and deviation from his understanding that success is largely tied to the

Erikson's third psychosocial stage is initiative versus guilt. After finding a solution to the problem of autonomy and being firmly convinced that he is a person, the child now wishes to find out what kind of person he is going to be (Erikson, 1959). As such, children become more intrusive and want to find out more about the world around them. As such, the main conflict that arises in this stage is whether their initiative is rewarded or whether they are punished to the point where they think it is wrong to be curious and will be less active. During this stage, children start thinking more about how the skills they have learned can help them with the goals they have started imagining. Because of this wish to improve and engage in activities,

Maria Montessori founded an education system which is called Montessori and still bares her name, her system is based on belief in the child’s creative potential, (Douglas, n.d.). Her first Casa Dei Bambini (Children’s house), where Maria was using her approach of teaching was opened in 1907 in Rome. She was great educator who believed that children are learning through their personal experience at their right time and their own pace. (Ridgway, 2007). Children rather than learning largely from what the teachers and the textbooks say, learn from “doing”,(Douglas, n.d.). To provide for children an effective, independent learning process, and that they become a competent and confident learner, Teacher had to provide for children a healthy, clean, well-prepared and well organised environment in which children could develop. Maria Montessori came up with idea that if children have to work and play independently, they have to be comfortable and need appropriately sized tools and items that fit their small hands (Mooney, 2000). Montessori believed that children learn through sensory experiences. Teacher has a responsibility to provide wonderful sights, textures, sounds, and smells for children. Sensory

Montessori believed 2 conditions were necessary for a child's psychic growth to occur. Firstly the child is dependent upon a close relationship with their environment, both the things and the people within it. Secondly, the child needs freedom. Without these conditions being met, the psychic life of a child will not reach its potential and the child's personality will be stunted. In the words of Montessori, for the children who have "met with severe obstacles during this period, deviations of personality may ensue" (Montessori, 1988, p.178).

In reality, the children move about the classroom independently, choosing the order of their learning activities. There may be 15 or more activities, or ?jobs? as they are called in some Montessori classrooms, occurring at the same time with small groups or individual work, yet the classroom remains quiet, yet busy and productive, sometimes with the soft hush of classical music playing in the background. Many Montessori school classrooms place a card around the child?s neck with the day?s objectives written in the form of a checklist for the students to monitor themselves. This checklist encourages the students to take responsibility for their own learning, as well as discourages prompt-dependence, since the student need not wait for instruction. Some of the activities in a Montessori classroom include reading, pre-reading using phonics, math, discovery science and writing. Children learn skills in a way that he or she is not aware that learning is taking place. For example, a child playing in the sand box with a small rake is not aware that he or she is learning fine motor skills and how to hold and control a pencil. Another observation in a Montessori classroom is that most classrooms tend to span three grade levels. This practice allows to children to become mentors to younger students. Also, the large gap in developmental levels allows children to ?learn at their own pace? (Keller, 2001), which is another important Montessori

DR Maria Montessori’s main discovery was the reality of a child’s true nature WHICH IS the NORMALIZED CHILD. She described the

Self-regulation is an important part of an individual’s everyday life. From the moment a person wakes up until the moment they go to sleep, they are engaging in self-regulatory practices throughout much of their day. These self-regulatory processes are not only conscious decisions that one makes throughout a variety of situations, but can become deeply imbedded in an individual’s way of life. Through a social-cognitive perspective, one may define self-regulation as producing feelings, thoughts, and actions. These are planned and adapted cyclically in order for one to achieve personal goals in a changing social and physical environment (Zimmerman, 2010, as cited in Durand-Bush, McNeill, Harding, & Dobransky, 2015, p. 257). One must constantly modify their actions in order to obtain the desired outcome. Self-regulation involves looking in retrospect at past actions, evaluating them, and then choosing current behavior to be consistent with desires. For some, self-regulatory practices have been built over many years throughout one’s life and continue to grow. The individual learns new knowledge and practices that they can incorporate into their lives. Daily actions are motivated by both internal and external forces. According to Ryan and Deci (2000), there is a very important difference between intrinsic and extrinsic kinds of motivation. Intrinsic motivation entails doing something because it is essentially interesting or enjoyable, while extrinsic motivation entails doing

The education system back in her era focused on teaching the children to memorise word to word from books and posters and Children sat in rows at desks at the classroom learning from a blackboard and slates. This method of education wasn’t stimulating and exciting for children. Nevertheless through her experience Montessori discovered children want to learn, and they will do it in their own time frame and they shouldn’t be forced.

We know about success tools, and we familiarize ourselves with many useful resources that lead us to success, so why do we need self discipline?

Dr. Maria Montessori was a keen observer of children. She used her observational and experimental proclivities from her medical background to develop, what we might today call, a Constructivist understanding of the process of learning. She studied them scientifically. If she saw some unusual behavior in a child, she would say,”I won’t believe it now, I shall if it happens again”. She studied the conditions in which the children would perform those actions.

Montessori found out that independence is necessary to the child's normal development. The child uses his independence to listen to his inner guide for actions that can be useful to him and one who is served is actually limited in his independence. It is well said that "we habitually serve children; and this is not only an act of servility towards them but it is dangerous, since it tends to suffocate their useful, spontaneous activity." (Course manual P.40).