Show them all the beauty they possess inside. Give them a sense of pride...
My classroom will be a caring, safe, and equitable environment where each child can blossom and grow. I will allow children to become responsible members of our classroom community by using strategies such as class meetings, positive discipline, and democratic principles. In showing children how to become responsible for themselves as well as their own learning, I am giving them the tools to become successful in life, to believe in themselves, and to love themselves.
East Asian philosophical thought began in Ancient China , and Chinese philosophy begins during the Western Zhou Dynasty and the following periods after its fall when the " Hundred Schools of Thought " flourished (6th century to 221 BCE).   This period was characterized by significant intellectual and cultural developments and saw the rise of the major philosophical schools of China, Confucianism , Legalism , and Daoism as well as numerous other less influential schools. These philosophical traditions developed metaphysical, political and ethical theories such Tao , Yin and yang , Ren and Li which, along with Chinese Buddhism , directly influenced Korean philosophy , Vietnamese philosophy and Japanese philosophy (which also includes the native Shinto tradition). Buddhism began arriving in China during the Han Dynasty (206 BCE–220 CE), through a gradual Silk road transmission and through native influences developed distinct Chinese forms (such as Chan/ Zen ) which spread throughout the East Asian cultural sphere . During later Chinese dynasties like the Ming Dynasty (1368–1644) as well as in the Korean Joseon dynasty (1392–1897) a resurgent Neo-Confucianism led by thinkers such as Wang Yangming (1472–1529) became the dominant school of thought, and was promoted by the imperial state.
In order to establish and maintain competence as a facilitator, I must be skillful in the execution of both content (what a group is working on) and process (how a group works together) (Schwarz, 2002). First, I have to completely understand the lesson material so that I don’t require notes and I am conversational on relevant content and process topics. Second, I must know how to diagnose student and group behaviors and recognize when and how to intervene. And third, I must be able to use my prior experiences as an instructor and Army organizational leader to reinforce, but not dominate, classroom discussions. We desire our students to achieve “movement” while attending our course (Summers, 2015). As a facilitator, I also desire to achieve movement though self-study, classroom experience, and training/certifications. Additionally, I can increase and maintain competence as a facilitator by consistently asking for feedback from peers, students, and superiors; focusing on faculty development; leveraging the expertise of peer faculty; and being a team player in our organization.