A little bird named Tico came into my life in my junior year of the

cohort. A story, Tico and the Golden Wings, by Leo Lionni introduced us. Tico
quickly took on a life of his own within me and my teaching philosophy. I
related to his story and saw so many of my students in this little bird. I was
struck by Ticos ability to change peoples lives around him through simply
giving what he had to give, and I have tried to pull this theme into my own
career as a teacher. I look at Tico as a reminder of how to be an architect of
change and a wonderful challenge to meet the NAEYC standards.
During my junior year, I was placed in a fourth grade classroom at
Ridge Road Primary. I was entering a classroom over half way through the
school year, and, like the wingless Tico, I felt insufficient. I had never worked
with this age group, and I was crippled by my own fear and lack of subject
knowledge. I was given an assignment to teach a creative lesson within this
placement, and, just as Tico had been given wings, this became my set of
golden wings. I looked at this challenge with excitement and enthusiasm, but
my students were not as thrilled. I began to see that creativity frightened
them. I had to find a way to change my students view of creativity, but first,
I had to get them interested in this lesson. Integration of multiple subjects in
a creative format seemed non-threatening to students, as well as the host
teacher. Like John Dewey, I found giving students authentic time to interact
with people, places, and language from a historical time, became important
in planning. I authored a readers theater script with parts for every student
in the class. During this lesson students would be working on literacy while

also gaining knowledge and perspectives of the signing of the Declaration of

Independence. Students worked with the script individually or in small groups
before coming together as a whole class. Materials were chosen and used to
enhance each character. One student, who struggled in reading, began
speaking like he believed his character would. He was able to respond to
questions as his character, and he gained a new perspective on the historical
event. His character had become his set of golden wings. The response was
amazing, and the students gained a new perception on what creativity could
look like.
From this field experience, I realized that it takes courage to be a
teacher, but it also takes courage to be a student. Teachers and students
must learn to trust one another. As a teacher candidate in this field
placement, I was able to achieve NAEYC substandard 1a through considering
the fear of the unknown and recognizing the need for an approachable
undertaking. For this student, he had to accept the wings I was providing,
and he had to decide how to use them. Each student comes into class
waiting to be handed a set of wings. It is our job to find the wings they are
looking for by recognizing and being thoughtful when approaching the
diversity inside of our classrooms.
By the time I started my senior placement, Tico was at the back of my
mind. I was confident in how I had grown over the past year, and I no longer
felt like the wingless bird. At the beginning of the year, I developed a

welcome packet that was sent home with each student. In the packet, I
included a letter about myself, a curriculum overview, a list of parent
resources, and a parent questionnaire. I wanted to encourage parents to be
open and honest with me in order to begin developing a positive reciprocal
relationship. This was the first step in mastering NAEYC substandard 2c. I
have since mastered the standard, by continuing the relationship with
conferences, letters home, and activities with family involvement. In the
beginning of the year, when I received the parent questionnaires back from
parents, I was again confronted with several Ticos in my class. I learned
about my students struggles both educationally and personally. I began to
use this information in guiding instruction. One parent expressed that her
daughter often felt belittled by over-using her class number in place of her
name and not having opportunities to branch out as an individual on her
work. As I planned lessons and units, I kept this particular student in mind. I
planned lessons which would allow students the freedom to create their own
story, while also providing support in the key elements of narrative writing.
This student was able to thrive in this environment because she was seen as
an individual within the class setting. I took Montessoris concept of choice
and adapted it to the needs of my students. Through the planning and
implementation of the unit, I found myself becoming a dynamic leader. Each
day I had to communicate with the teachers coming into the classroom, as
well as making plans that would best benefit students. Just as Tico gave his

feathers away to help others, I must make intentional decisions to benefit

each student.
As I approach becoming a professional in the field of early childhood
education, I am confronted with a final image of Tico. As he is accepted by
his friends, he recognizes that he is not the same as every other bird, but we
are each different because of our own unique experiences. Each experience I
have as an educator shapes my philosophy on teaching. My own belief states
that students are constantly growing and learning. It is my job to encourage
their interests, guide them through instruction, provide a democratic
classroom, and support them in becoming active participants in the world
around them. Just as I am unique for my experiences, each student is their
own person. My experiences must continue to grow and develop past the
program. Developmental knowledge is a key in allowing students to reach
their full potential. To continue my learning in developmentally appropriate
practice, through professional development and further research, will allow
me to critically plan for student learning and master sub-standard 4c. I must
encourage students to authentically connect with current curriculum, while
also seeking to instill the idea of life-long learning.