Week 8 Reflecting on Learning

As I think back to this past course, I think of all the growth I have made in removing my biases and understanding how I can provide an anti-bias learning environment for children. My most passionate hope is that I will be able to provide my children with new light into how to show respect and acceptance towards others. I hope to be a model to my students of what respect and acceptance of others for their differences looks like.  Every teacher leaves small imprints on a child's heart, and my most passionate hope is that I leave some imprints on their heart that let them feel they were a part of my class, and accepted, loved, and nurtured for who they are as in individual.  Just like the quote many of us have heard before, "a child may forget what you taught them, but they will never forget how you made them feel." If our teaching truly comes from the heart and we embrace those teachable moments, we will help build their positive sense of self identity.

To my wonderful colleagues, thank you all for yet another wonderful class filled with new insights. Many of us have been together since our journey began in course one! Thank you for all your support, helpful comments, and thoughts. I wish you the best in your final course in this degree!

Merry Christmas!
Jo Ann

Week 7 Blog Assignment- Impacts of Early Emotional Development

I selected the Central and Eastern Europe Region. As I contemplated a region that gained my interest, I thought of my friend who traveled to Turkey during our undergraduate classes. She always had so much to share so I was curious to learn more for myself.

One particular challenge I found is this region is that many children face violence including exclusion, deprivation of parental care, homelessness, and drug use. Children facing such challenges can struggle with feelings of positive self identity because of the lack of nurturing move from their parent. Children also need the support of strong parental involvement and care to learn how to handle emotions is a positive way.

Another challenge I found in this region is that children are often placed in institutional care due to family poverty, violence in the home, or disability. Despite strenuous efforts institutional care is often a first resort rather than a last resort. These situations led children to be more vulnerable to violence because of the separation from parents and society. This is harmful to their emotional development because they are also not gaining the opportunity to build strong relationships, handle problems in positive ways, and feel the love and nurture from a family.

As I reflect on the readings, I am saddened to see the trouble many of our children face across the world. As I think about my friend sharing all the wonderful stories of Turkey, I also have to remind myself that she was seeing the world from the outside in and only on the surface, just like a person coming to the United States might see. Each country faces many challenges that in turn can impact our children. One positive aspect is to see that these challenges are identified and ways to eliminate these challenges can now be implemented.  As a professional, seeing many of these challenges and stories displays yet another reason why we are not just educators in the academic area, but we must also focus highly on other areas including the emotional component. We are responsible for helping teach our children feel a sense of self worth and build their ability to problem solve in a positive way.I think about a quote I have hear so many times; "children will always remember how you made them feel." This is a constant reminder that we are important role models in each child's life.

The Sexualization of Early Childhood

• Share your reaction to the topic of the sexualization of early childhood.

  Reading about the sexualization of early childhood is a saddening topic. Children are already trying to make sense of the world around them. However, when the world is now filled with so many sexualized messages regrading how girls are suppose to look and act, along with how boys are to look and act, we can only imagine the struggle and pressure this brings them. I think about the impact these messages have on a young boy or girl's self esteem.

• Provide three or more examples, from your personal or professional experience, that further illustrate the exposure of young children to a highly sexualized environment.

My niece is in 5th grade and  slightly overweight. All of her friends talk about and wear the cute "barely there" clothing. My niece has began to feel that this is what is expected for a young girl to be "liked" or "pretty" Not only is society sending her the message that thin is in, she also receives the message that "barely there" clothing is in; both of which she is feels she does not meet.
Another example involves some students within a school I taught. Similar to one of the examples given by Levin and Kilbourne (2009) about two girls performing sexual acts in the restroom; several Kindergarten boys were in a bathroom stall also experimenting with activities they have been exposed to. Just as Levin and Kilbourne (2009) stated our children are being exposed to so many sexual messages that the can not understand. 
As a professional I am able to see how many of my children are not enjoying the simply childhood activities I once enjoyed like coloring, being read to, playing at recess on the swings. Instead, I find many of my girls talking about make-up, clothes, and fashion websites for what is popular. Many of my boys are focused on who is the toughest boy. One of the boys even stated that when he gets in fights its okay because it shows he is strong and that is what he is suppose to do. 

• Explain the implications this may have on children’s healthy development. Include ideas you might have,as an early childhood professional, to best respond to these concerns and to reduce the negative impact on children. 

Throughout our courses we have learned many components that impact the healthy development of children. It is clear that children are highly influenced by what they see and hear. The sexualization of early childhood plays just as much impact on our children's healthy development as any other activities they are exposed to. In the early childhood years, children being to understand how they are alike and different from those around them, as well as develop their own understanding and sense of self. These sexualized messages within society on top of the development currently taken place can have a negative impact on children as they try to meet and reach society's messages.

• Describe the ways in which your awareness of the sexualization of early childhood has been influenced and/or modified by studying the topic this week. 

I did not realize the severity of this topic within our society. While I have encountered some very mind boggling experiences that I never thought children would be involved in, I thought it was something rare. Levin & Kilbourne (2009) clearly show how this is a national problem in society. It has also helped me see that this is something that can not be solved with one person or one group, but will involve a complete change in society. Levin & Kilbourne (2009) also address that it is not something we should blame parents for. I can honestly say that I have mentally placed blame on parents for any behaviors I have observed that are due to sexualized messages, however after reading this article I see that we can not place the blame on parents nor can we expect parents to do it on their own without the support from society.




References

Levin, D. E., & Kilbourne, J. (2009). [Introduction]. So sexy so soon: The new sexualized childhood and what parents can do to protect their kids (pp. 1-8). New York: Ballantine Books. Retrieved from: http://dianeelevin.com/sosexysosoon/introduction.pdf

Evaluating impacts on professional practice

My middle and high school years played a significant role in the formation of my emotional development. In my middle school the majority of my friends on the basketball team were African American. With long days at practice and weekends together, I grew to enjoy my time with the basketball team, however after a few times getting together comments were made in reference to my race. Some comments such as " your just a little white girl." began to make me feel like I was not as important or as strong as they were because of my skin color. I found myself becoming very removed from conversations, not standing up for myself, and simply not believing in myself anymore. These feelings continued a year or so into high school, until I joined a new basketball team and other activities in which I felt I belonged.

I know I still carry those experiences with me even though I have moved beyond the impact it once had on me socially and emotionally, however I find that when similar comments happen in my class I become very defensive and discuss the impact those comments have on other people. This past year a Caucasian girl in my classroom was experiencing some of the same comments I did growing up. When the mother informed me about the comments her child was receiving a recess or on the bus, I immediately thought back to the impact it had on me, and knew it was a situation that needed to be handled immediately. Also, a common comment in our school now is calling someone " ugly little black girl" " ugly like black boy."  We talk about how hurtful these comments are often in our small meetings in class.

Due to the 'ism" I experience as  teenage I feel like I place more importance of the words we say about each other in the classroom, and never letting even the smallest comment regarding someone's looks and skin color go unaddressed. I try to remind my student often of how hurtful our comments are, and talking out the reasons why we make those comments.

Derman-Sparks & Edwards provided a wonderful reminder to us; " if we want children to thrive in a diverse world and choose to stand up for themselves and others, then we much choose to help young children make sense of the confusing messages they often receive" (Derman-Sparks & Edwards, 2010 pg 87).

By not letting these negative comments our children say slide, we are able to make it a teachable moment in which we make sense of it, and how it hurts others.

Observation of Communication

Each morning my students eat breakfast at school and immediately go to support class (music, art, P.E, library, or computer lab). My students were in PE while I went to talk to a fellow co-worker at the door. I was able to see a range of communication occur within a matter of minutes with one of my students. The PE teacher was trying to introduce his lesson, and all the children were sitting in a circle. All children were doing pretty much the same thing: talking with friends, and spinning around. The one thing they were not doing was listening to the PE teacher.  One particular student that was not paying attention, was yelled at by the PE teacher and asked to stand on the wall. The student stomped his feet and yelled as he went to the wall. Therefore, he did not get to participate. Thankfully, the art teacher, who did not have a class, saw this take place and immediately went to the young boy. She bent down at his eye level, and calmly asked him what was going on. The response of the child was so much better than the response he gave to the PE teacher. He told the art teacher what happened very calmly. It was from this point I was able to hear some of the response the art teacher provided. She stated, " I believe you and I know what happened made you very mad. I know it did not seem fair for you to be put on the wall and not the other people doing the same thing."  The next part of the conversation was really important for this particular student because over the past two years with him we have learned a great deal about him emotionally and are trying to improve on him not letting one thing ruin his day.  The art teacher went on to say, " I want you to do your best to not let what has happened define you. When you leave PE today, I want you to leave what has happened here and have a fantastic day. I will talk to Coach. It makes me sad to see you upset and we want to fix that."

I found this to be a significant observation in adult conversation with children because of the different  effective communication qualities the art teacher displayed. Dangel and Durden (2010) identify the importance of getting down on the child's level, using simple words and sentences, and the tone of voice as critical factors in effective teacher language. It is in this observation I was able to see how the eye contact, level and tone of voice greatly differed between the PE teacher and the Art teacher, as well as the response of the child in each of these interactions.

To make this more effective, I feel communication with the PE teacher and student would have been great. Rather than the Art teacher talking to him about it, the student could have also talked about it too. Then, he could share his feelings with the person directly involved.

In this situation, it is evident that this child felt cared for, and that the Art teacher believed in him. As the teacher who spent the rest of the day with the child, I can say that this situation was truly left at the door, and he was able to continue with his day. Past experiences have also told me, that had the Art teacher not stepped in, this situation would have impacted his entire day and make him feel excluded from the group and not "liked" by the PE teacher.

Observing this scenario, I am aware that my communication with children could be improved. I am always rushing from one place to another, and probably do not take the time to slow down and handle situations like I should. Even though it is hard for me to slow down and have a calm personality, it would still be possible to have a classroom that allowed for more conversation and effective teacher language such as Mr. Max and Mrs. Mollie (Dangel & Durden, 2010). 

References:
Rainer Dangei, J., & Durden, T. R. (2010). The nature of teacher talk during small group activities. YC: Young Children, 65(1), 74-81. Retrieved from the Walden Library using the Education Research Complete database. http://ezp.waldenulibrary.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=47964033&site=ehost-live&scope=site

Creating Affirming Environments

The environment each child enters sets the stage for their understanding of other cultures, respect for others cultures as well as developing a strong positive sense of self. Children are not the only ones who need to feel welcome and accepted in the environment, but also the families. We need to talk with the families to show and better understand their family culture. Derman-Sparks & Edwards (2010) state that when we reach out to families to include them in aspects of our classroom they feel as though they are teachers' true partners. This is a critical foundation to set for children so they make the connection between home and school.
In creating my a classroom environment, I would first make sure it represents all the cultures within my classroom. I would make sure family pictures were placed on our classroom walls, to show the importance each of them play in our classroom community. I would also ensure that the pictures on the walls were not limited only to the cultures within the classroom, but others cultural groups as well. Derman-Sparks & Edwards (2010) state that during exploration of the classroom children are given a sense of the issues and people the teacher thinks are important and those who are not. Providing a large range of social and cultural identities helps children recognize the important placed on accepting everyone as as individual.
The classroom library is an area I find many children we gain as sense of who and what the teacher feels is important. The classroom library should display a wide range of cultures, class, abilities, family structures, and interests. I also like the idea of creating small personalized books possibly of the families within the classroom. (Derman- Sparks & Edwards, 2010). What better way to display respect and importance towards each child's family culture than creating a book just about them in the classroom library?
Another aspect I find very necessary in an anti-bias environment, is the use of community and group activities that involve working together, talking with each other and helping each other. Having a morning circle and share/exploration time is one way my school has made some progress in building the sense of community. By doing this we are also better able to display, and talk to each other about who they are, and display respect and acceptance of each other. 
Finally, I feel a critical look at all materials is significant in developing an anti-bias environment. Dolls, games, dramatic play, puzzles, and art materials are all components that can impact a child's sense of self in either a positive or negative way. For example, children would feel more comfortable knowing that as they color a picture of themselves they can use a tone close to their skin rather than simply black, brown, yellow, or white.  Even the smallest aspects such as this can play a role in a child's thinking towards others and themselves.

References:
Derman-Sparks, L., & Olsen Edwards, J. (2010). Anti-bias education for young children and ourselves. Washington, D.C.: National Association for the Education of Young Children (NAEYC).

What I have Learned Week 8

• One hope that you have when you think about working with children and families who come from diverse backgrounds 

The major hope I have is simply said, yet as we have learned it is a lot harder to do. I simply hope that I remain accepting of others and their difference as well as respectful at all times. I hope I do not let any biases I may have formed to stand in the way of providing the best educational opportunity possible for any child. 

• One goal you would like to set for the early childhood field related to issues of diversity, equity, and social justice (any format and any length)

One goal I would like to set for the field would be more awareness that inequalities do exist within our society and even schools. We hear it exists, but having knowledge of what we can do to provide a school and classroom environment that is accepting, respectful, and the diveristy in the classroom is a begin stage to building social justice beyond the classroom and into the community. Personally, having more opportunities to become knowledgable of anti bias work in education would be beneficial for all. Hopefully, I can be a resource to others within my school for this topic.


I want to say thank you to all my colleagues for taking the time and responding to my posts throughout this course. You all have been a wondeful support system during this class. Best of luck in the next course! Can you see it? It's the light at the end of the tunnel. We are almost there! 

Week 7 Creating Art:Start Seeing Diversity

Before reading, please remember I am a Math and Science teacher. Writing like this is not an area I usually feel comfortable with or much less can do. As I wrote this, I simply thought about the eye opening moments I had during this course that made me realize that the relationships in my classroom were far from great like I thought. I had many biases I brought in every day, and I did not realize that this set up a "wall" between us. It doesn't matter how many activities I did, or what the papers told me about a child; without that building relationship with the child, I was not doing the best I could for them. Now that weeks have past I can honestly say I walk into the building everyday with a completely different mindset beyond grades and tests. In these few weeks, I am starting to see how this has changed my class, and definitely changed my overall attitude as a teacher.

The Wall between their Heart and mine 

Close minded I walk into school

With children different from everything I knew.

A wall between their heart and mine,

I continue to think “all is fine.”

A moment of reflection was all it took

To see that teaching was more than from a book.

It took more than songs, games and a smile

Or even reading words in a student file.

To break the wall between their heart and mine

Is something I will work on for the rest of time.

For the world around us makes it so hard

To see people for who they really are.

So here’s to the rest of time

Looking at differences with an open mind

Away is the closed mind as

Well as the wall between their heart and mine. 

 

Start Seeing Diversity

• A time when you witnessed an adult (or yourself) reprimand or silence a child after he or she pointed out someone they saw as different 

The particular time most recent in my mind was when I "hushed" a child during a performance on a field trip. We were sitting in the auditorium, and periodically during the performance another person in the audience would make loud outburst of noise.  After a few times of this happening, one of my students yelled across to me, "why does he keep making all that noise? It is so rude!" Of course, during the performance I told him to try to ignore it and watch the show.   Talking about this with the child during the show was not appropriate, but I could have taken the moment to discuss it later. Sadly, I did not.

• What messages might have been communicated to this child by the adult's response

Not talking about it during the performance or bringing it up at all sends the message to the child that we should ignore the differences, and recognizing and talking about them is not okay. I feel it may have sent the message to the child that they were wrong for even asking or being curious. However, curious is something my student's know I think is important, and I always stress the importance of them asking questions about things on their mind. My comment back to this child sent a very different message, and by not taking the time to address it later only made that message more clear.

• An example of how an anti-bias educator might have responded to support the child's (or classroom's ) understanding

An anti-bias educator would have taken the time to discuss the situation after the field trip was over. I can picture an anti-bias educator gathering students in a class meeting and discussing differences some people have. It can also be discussed how despite the differences, this person in the audience was also able to sit back and enjoy the show just like we did. They took field trips just like we did, and went to school just like we do. 



    With all this in mind I decided to read closely the story of "Holding Nyla." It is in this story we are able to see what a true anti-bias teacher does in order to help her fact her fears, provide an anit-bias education for all the children, and allows Nyla to feel just as important in the classroom. Truly a story that will warm your heart!

Gender, Gender Identity, and Sexual Orientation

Your response to those who believe that early childhood centers should avoid the inclusion of books depicting gay or lesbian individuals such as same-sex partnered families

First and foremost I would listen respectfully to their thoughts and concerns. My response to this would be based on my belief that avoiding the subject does not mean it does not exist. The families in any child care center are very diverse. We want our children to be exposed to the different family structures, within this is also same-sex partner families. If we are going to provide books that display single  parent families, families headed by a grandparent, then we also need to include gay/lesbian headed families. We want to help our children develop an openness for all families. 
If you have ever used or heard homophobic terms such as "fag," "gay," "homo," "sissy," "tom boy," or "lesbo" as an insult by a child toward another child? Or, by an adult toward a child? Describe what occurred. How might these types of comments influence all children? (Note: if you have not had a personal experience, ask a family member, friend, or colleague)
 
These comments use to occur a lot in my previous classroom, often in places I did not hear it, like privately on the playground or in the restroom. I clearly remember one time when this was happening to one of my girls in the class. The young girl went home to mom and let her know she was being called a gay and lesbo by a group of girls in her class. Of course, the mother was furious. The mother stated that while she did not think the other girls knew the meaning behind that word, it was still inappropriate ( I agreed).  After this incident we had a class meeting because common situations had become very problematic. When I asked my students, one student stated that being gay was something bad, but no one could give any further information. Because I was not sure  how parents would feel about me having this conversation, I was very cautious in stating only that the word "gay" or "lesbo" does not mean anything bad. I tried my best to explain, but I was honestly very nervous about the conversation myself. It was clear that some of my students had already made a correlation that being gay was something bad.  When we use terms like these as a way to talk down to someone, it sends the message to others around us that it is a bad thing. This could influence all children to believe that using these terms is okay, and possibly lead to learned biases toward gay and lesbian families and individuals.

Week 8

Over the past 8 weeks we have been exposed to effective communication and collaboration. Through the past 7 classes we have also experienced what it is to communicate and collaborate effectively. Each of us possess a common goal in which we are all striving to reach. We have utilized each others experiences to help us learn, and we have fought through the tough "bumps" in the road. I know I would not have made it through some of these bumps had I not had such a helpful and close group of colleagues to guide me through. Each of us have different experiences, values, and beliefs that make up who we are. In the past courses, I have noticed the respect we all display towards each other even when others values and beliefs differ from our own. Personally, I feel I have grown as a listener and thinking more about what another person is saying (typing) rather than what I intend to say next.
I would like to wish all my colleagues an excellent next few months as we entire and wrap up our Master's degree experience. My wish is that we all carry what we have learned in this course and carry it with us into the workplace and real world because it is often the lack of effective communication that hinders our ability to build relationships with families, co-workers, and reach a common goal.

If I can be of any help to any of you in the remaining courses please email me. I would love to stay in touch!
jaarmstrong1@yahoo.com

Week 6 Blog Adjourning

When I think about the adjourning stage I think about my grade level team during my first year as a teacher. This group was the hardest to say good-bye because of the trust and partnership we had built with one another. Even though I was a new teacher, all my thoughts and ideas were respected to the point they made me feel very comfortable in taking risks and my general position as a teacher standing on my own two feet.  Comparing this group with the grade level I left last year, I definitely consider the high-performing groups to be the hardest to leave. I was pretty much jumping for joy when I knew my final days were near with my last team. 

            Abudi (2010) mentioned that the adjourning stage is a time to celebrate success and evaluate what happened. This is the type of experience I had when I left the school my first year. The team helped me pack up all my belongings, took me to lunch, and even complied a small book of all the projects we took pictures of that year. This was a very hard group to leave because we had become so close and worked incredibly well together. Abudi (2010) even states that high performing groups tend to stay in touch, which had continued to be the case with this group.

            Adjourning from my colleagues from this program will also be a hard process, because many of us have been in the same sections since course one and have developed great partnerships. I think the adjourning process for this course will be filled with an opportunity to reflect on the successes and challenges with each other. This is an essential part because it gives the opportunity to say good-bye to each other and wish those luck in future experiences. It is a time to reflect on the successes and learning from the struggles for future encounters.

Abudi, G. (2010). The five stages of team development: A case study. Retrieved from http://www.projectsmart.co.uk/the-five-stages-of-team-development-a-case-study.html

Week 5 Blog

 By the time you read this the conflict will be solved in some way.

This conflict is actually one I am currently facing as we plan the places we will visit on our road trip in the next few days. My boyfriend and I are traveling up north to Pittsburgh to visit his family, but we also considered going to other places while on the road trip. He would like to drive up to Lake Erie, while I would like to go to Washington D.C. and see all those amazing national landmarks. After reading the material for this week, I quickly found out my initial response in the heat of the moment was probably not the best one My response being, “Well its my car so we will go where I want to go.”  I played a little bit of a power role with my comment to our conflict.  Two possible strategies we can take to resolve this problem would be to compromise. Possibly go to one of these places on this road trip up North and save the other for when we go in the spring. Knowing us, it will probably be decided with a coin toss, or by taking into consideration the temperature around the spring. Going to the Lake would be more logical now than the beginning of spring.

The other strategy would be a Lose-Lose honestly, because there is no way we could have a win-win by visiting both during this one trip due to time. Therefore, we would postpone both of these places until another longer trip and only visit the places we agree on during this trip.

I feel part of Magda Gerber’s concept of Three R’s would apply, particularly the concept of respect. Despite the conflict at hand, I should remain respectful to my boyfriend and what he feels even if I do not particularly agree. This is significant because being respectful goes back to the Golden Rule and I would not like it if he responded the way I did initially. I personally feel like each conflict can utilize the Nonviolence Communication steps in some way, even my present one. One aspect I probably did not address to my boyfriend would be why I had the feelings I had about not going to Washington D.C. (my needs)

Even though this conflict may sound silly, I would like to know how you would handle such a situation. I will be sure to share what we concluded when I return. J

Week 4 Who Am I as a Communicator?

Taking this weeks assessments and seeing others assessments of me this week was very interesting.  What I found most interesting is that, between my assessment, John's, and my colleague, Amy we were very similar in most areas. The most obvious similarity was in the verbal Aggressiveness Scale. I scored a 53, John scored a 60, and Amy scored a 56. All of these scored fell in the moderate portion of the scale. This was nice to see because it showed that I maintain a good balance in respect and the ability to argue fairly in both my school setting and my personal life. Of course, I do wish I did not attack every time someone did not possess the same view as me. The biggest difference I saw was in my listening style. Amy, my colleague, described me as content-oriented, whereas John scored me as people-oriented. I do not disagree with either of these, but it does display how my listening style changes from one context (my peers) to another context (faculty meetings, professional development). The most surprising part of this assessment was that I thought I would have scored the absolute worst. Even when John heard he would score my aggressiveness he laughed because we both feel that I am very aggressive in conversation, however we both found that the aggressiveness I display keeps away from attacking a person.

One insight I gained from this week is that communication varies from setting to setting. The way we communicate with our peers is much different from the way we communicate with our colleagues, children, and families. This is such an important aspect to remember when we are in the professional world and when we are in our personal/social world. Another insight I gained this week, is to simply not judge a book by the cover. During our discussion, we had to share the first impressions we had on a women. It is impossible to avoid having a first impression, however it is possible to make sure you do not let that first impression take control over figuring out who that person really is after you talk with them.  On the other side, I think that discussion assignment was an excellent reminder that people do make first impressions simply from how we present ourselves. This is important to take in consideration when in the workplace. We need to make sure that the things we can control send a first impression we would want others to have.

Differences in the way we communicate Week 3

 

I found this topic to be very interesting and one that is apparently very true for me according to my boyfriend, John. He has been around me in various settings such as the classroom, the restaurant, with colleagues, family, and our friends. He was the first one to point out how I communicate differently in each setting. For example, in the classroom he mentioned that I use simply words for the most part, but also very clear and use correct English. This is also the way I am when I worked as a served in the restaurant. I just did not think it was appropriate to talk to costumers like they are your long time buddies.  The major difference is when I am around friends and family. Often times around my friends I speak fast, relaxed, and full of slang. It is around my family that John pointed out my "Southern roots" showing. It wasn't until he pointed it out, that I realized my drawn out words and dropped endings in my words. I feel the majority of the change in the way I communicate has to deal a lot with  the setting in which I am communicating. It is  expected that you speak clearly and use proper English in the work place, just as it is important to do this as a way of teaching a child in the classroom. In the other settings I feel I am in a more relaxed environment. As I thought about this topic, I also realized that as we are exposed to different ways of communicating, we also pick up on that style especially when it is the dominant. In my school I am one of two White teachers, I was exposed to slang terms I had never heard of before, and over time learned what it meant and began using them myself. I feel this is just something that occured over time and happens without even thinking about it.

The first strategy I feel will help me communicate more effectively with people includes talking on someone's level. This is extremely important when we talk with children and parents. When talking with children we need to make sure we are talking in a way they can comprehend and also make sure we are modeling proper English to them. It is also very important when talking with parents because we want to make sure we do not talk over them. In one undergraduate course, my professor reminded us that many times parents are already hesitant to come talk with the teacher, sometimes simply by being intimidated. If we talk on their level rather than using fancy terms, it could help set that parent at ease for coming to you whenever needed. The next strategy that will help me communicate more effectively is to avoid cultural myopia. We need to make sure we remain open minded to all families cultural perspectives otherwise this could develop a major barrier between parent and teacher. The third strategy is to be aware of the Platinum Rule. While the Golden Rule is wonderful; it is the Platinum Rule that can foster effective communication with families.

Week 2- Television Show

What do you think the characters’ relationships are based on the ways in which they are communicating?  

 

For this assignment I chose to watch a show called "New Girl." I truly had no clue what this show was about from the characters, the plot, or anything.  At the beginning of the show the characters, three guys and a girl, were seated at the kitchen table. My first thought was that they were close friends, sibling, or room mates. Each seems comfortable in getting up and getting whatever they needed from the kitchen or another room, so it also gave me the impression they knew each other very well to the point they had that comfort.

What are they feeling and expressing based on the nonverbal behavior you are observing?

There was a great deal of nonverbal communication within the first 10 minutes of the show that made me think they were having an argument. One of the guys was slamming his cookie on the table and pointing his finger at another guy as he talked. The girl was rolling her eyes a little and rolling her head as she talked. This made me think they were annoyed with each other. A few minutes after what looked like an argument calmed down, they girl then lowered her head at the table making it appear that she was sad. 

What assumptions did you make about the characters and plot based on the ways in which you interpreted the communication you observed?

I made the assumption that the characters were possibly siblings or close friends who were having an argument. After watching the video with the volume, I found that they were actually room mates and one of them was moving out. I found out that the girl was actually sad that this room mate was moving out, and she was trying to keep him from doing it. I think about the argument a little different now that I know it was out of concern and sadness regarding her friend leaving.

Would your assumptions have been more correct if you had been watching a show you know well?

I am sure my assumptions would be more correct if it was a show I watch often.  I would be aware of the nonverbal behavior seen by different characters in the show and know how that nonverbal behavior correlates with the feelings the character displays. For example, I watch "The Big Bang Theory" a lot. If I were to watch it now without the sound I would know the meanings behind the nonverbal behaviors such as Raji not looking at Penny. It's not because he doesn't like her, but because he fears talking to girls.

Competent Communicator

There are many people I have heard talk from those in team meetings at school, educational seminars, ministers at church and of course, friends.When I think of a competent communicator I think about a person who is engaged throughout the entire communication process, one who uses effective observable behavior, and one who takes the situation into consideration throughout the communication. With this in mind, I think about my current principal, Mrs. Jackson. She manages to display all of these qualities when having a meeting. She does a wonderful job keeping everyone engaged in the communication, as well as showing she is engaged when others are speaking by using very positive nonverbal behaviors. I think about the times I share my thoughts in these meetings and I see her looking at me and nodding her head in response with a smile.  Another way she gets us engaged is by communicating in a way they we understand fully and a way that really gets us involved. She does her best to avoid speaking over our heads with fancy terms if possible. Finally, I find her to be the best model because she takes the situation into context during the communication. Some school days in the past have been very challenging and draining, so it is apparent she takes that into consideration when opening the discussions for the day. She also does a wonderful job of remaining on the topic of our students, and knowing what is okay to discuss/share and what is not.

Knowing how I feel being the other person in the conversation, I would love to model some of Mrs. Jackson's communication behaviors. She does a wonderful job of truly making you feel like everything you say is important to her, and also does a wonderful job remaining positive and professional in communication even if she might not feel up for it sometimes (which has to happen at some point).

Professional Hopes and Goals

This course has most definitely been a thought provoking look into diversity. As I think about my future courses and year in the classroom, my hope is that I will be more sensitive and respectful of the many diverse backgrounds that may walk into my classroom. My hope is to remember that the most effective teachers are those who continue to learn, that includes continuing to learn about your students and their families. However learning about the children and families is only part of the job, it is also vital to utilize what you learn about the families as you work with the child. As I strive to learn more about my families and be more sensitive and respectful, I hope that my parent/teacher and student/teacher relationships grow even stronger.

I would like to set the goal of being an advocate in my school for equity and social justice in the early childhood field. An advocate is an advocate regardless of how small an area they advocate in. Just like our children, we learn from role models and most ( those who have the children first in mind) follow along when they see something that is right and good. My goal is to display my feelings towards treating others fairly despite the different social identities they may be a part of. This of course will ultimately be displayed through my actions, with the hope that others will recognize how beneficially it really is. Also, at the teachers meet during in service week to start the new year, my principal has asked me to share some of the knowledge I have gained from being a part of this course, as many of the concepts we have discussed in this course were also addressed in our summer reading book.  My hope is that this will be the start of advocating for equity and social justice.

Thank you all for taking the time reading my blog each week. I have thoroughly enjoyed working with you during this course and learning about many of your different experiences. Good luck to each of you!

My Student from Turkey

I am a teacher at the neighborhood elementary school where I teach 3rd grade. My principal has informed me that next week I will have a new student in my class from Turkey. I am unaware of any of the customs and practices in Turkey, therefore I go home to research information that will prepare me for working with this family and developing a positive relationship. 

As I was doing my research, I pin pointed five important pieces of information that will better prepare me for meeting the child and family. 

1. When I meet the family I will give each a firm handshake. It is customary to greet the person closest to you and then move counter clockwise. Shaking hands before you leave is also occasionally practiced. 

2. If I was ever invited to the family's home, it is important to give a gift. The most common gift is pastries called baklava. It is also important to remember that if they family has children, you bring some expensive sweets or candy. 

3. I will maintain eye contact at all times during the conversation with the parents because it is a sign of sincerity. Also, I will remember that often times Turks will stand very close to you during a conversation, and to back away in this situation would be considered unfriendly. 

4. When addressing someone from Turkey, it is most common to call a man by his name followed by 'bey' and to call a women by her name followed by 'hanim.' 

5. I feel it would also be important to know that many of the primary schools in Turkey hold morning and afternoon sessions because they are so crowded. Primary school also begins at age  6 and continues for 8 uninterrupted years. At the conclusion on these 8 years the child gets a diploma and entered secondary education. Also it will be important to remember that classes in Turkey are usually of greater size (20-40 students)

Knowing this information would be a beginning level as I work towards getting to know the family. My hope is that this will help make the transition a little easier for the family and child. Considering the large change this would be for the child, I hope that this would bring comfort in which we can build a positive relationship.

The personal side of bias, prejudice, and oppression

What memory do you have of an incident when you experienced bias, prejudice, and/or oppression, or witnessed someone else as the target of bias, prejudice, and/or oppression?

This experience in one I shared in my Diversity Profile, and I share it now because it was not only unbelievable then, but still is in my mind. Getting new students is a very common occurrence in our school. For the past two years I have thought of my classroom as a “revolving door” because students are always in my room for a month or so and out the next. I had about 10 students who started the year and finished the year with me. Anyways, I was called down to the office one day to meet my new student. I walked down and upon extending my hand to the parent; I remember the mother’s first words upon seeing me. “Oh no, oh no, you’re a teacher here? No, no, no this will not work for my son. You’re too nice. He needs someone who will be tough. He needs a teacher who is black.” I was absolutely floored by this comment. This statement did not hide any of her thoughts regarding a white teacher. It was a loaded statement mainly implying that because I was white I would not be tough enough for her child, and that being white meant I was nice. Even months after this occurred it still shocks me that someone would not only think this, but say it out loud.  For the record, this child was not placed in my class after all; the principal decided that nothing good would come out of that after our first interaction.

In what way(s) did the specific bias, prejudice and/or oppression in that incident diminish equity?

This specific incident implied that certain personality traits are carried by people based on color. It implied that because I am white, I do not carry the ability to be a tough teacher with high expectations. Also, this incident modeled the parents view to the child. As a child looking up to his parent, it showed how the parent felt regarding white teachers; something he could begin to believe as true. Because I know how the remainder of the year was for this child, and that he was placed in the classroom of a teacher who was a few months from retirement, and never left her computer chair, I can say this situation ultimately hurt his ability to be a part of a classroom that was filled with active and engaging learning opportunities.

What feelings did this incident bring up for you?

The feelings I have from this incident were first shock and honestly still a little bit of that. After sharing the story with a few friends, I started to realize that this really did anger me because this teacher knew nothing about me and how I teach. She judged me by the way I looked. I work very hard to ensure that I set the expectations for my students high and I treat each of them fairly. In those mere moments getting a look at how I teach was completely overlooked, actually not even recognized.  Personally, now I think it is just sad to know that some people feel that way, and are ridiculous enough to actually verbalize it.

What and/or who would have to change in order to turn this incident into an opportunity for greater equity?

Honestly, the only way this incident could have turned out better was for the parent to not think this way, or at least not verbalize it and give me the chance to teach her son. Even if the parent did have a bad experience with a teacher who was white, it would be important to remember that not everyone is the same. In my opinion this situation did more hurt than anything in the long run, because it not only led to a year in a “not so great” class, but it also displayed biased feelings to the child, something he too could start to believe is true.

Awareness of Microaggressions

This observation is one that has happened before,however it also occurred this week. During the school year, I have a hard time getting together with the friends I have from the restaurant I previously worked. When the school year finished, we immediately had a get together and of course they asked about my school year and all.  After talking about the year, one person stated, " I do not know how you teach those kids and work with those parents.  You should start working in a school that is a better fit for you."  This comment has always bothered me, but it really bothered me this week partially due to the discussion from this week. When this comment was made, it made me think about the comments , " those children and parents" and " a better fit for you"  I am a Caucasian and  work in a predominately African American school (Which in my opinion should not really be an issue). I feel the hidden message in this conversation was that teaching African American children was separate and different from teaching other groups of children. I am curious to know how people who say this find it to be "different." Are they implying it is easier, harder or what? It also made me feel that they thought it was not a good fit for me simply because of the difference in skin color.   For those of you that are curious, I responded very calmly stating I love my job and I love my children, that's all that matters. This kind of response usually lead to a change in topic which is best. Of course in my mind I did not want to respond calmly, I wanted to use very "not so nice" words, and have actually avoided her at gatherings since the incident.

 In what ways did your observation experiences this week affect your perception of the effects of discrimination, prejudice, and/or stereotypes on people?


After looking closely at the conversations with others this week, I feel the biggest effect is that it separate others from each other. Certain comments and how they are perceived can set up a wall between people. More importantly it is similar experiences that can also occur between parents and classroom teacher, co workers, and children. If such a wall develops between these groups it could impact the overall effective education we are trying to provide our children.  This is why I think it is so important to remember a simply saying that many of us teach our children- " Think before you speak!"

Perspectives of Culture and Diversity

For this assignment I selected people who were different from me in at least one way. Each other them provided perspectives  that had some similarities as well as some differences.
The first person I asked was a co-worker of mine, Barbara. She is a veteran teacher who I feel has much more experience in the field than I do. She stated that culture is identifying with a certain group of people based on their traditions, beliefs, and social standards. She felt diversity was the ability to accept differences within the groups and coexist. The next person I ask was my boyfriend who works in the civil engineering. He feels culture includes the way you are raised which is also impacted by the region in which you are raised.. Diversity is the differences between each other. Finally, Abby is a first year social psychologist, and she feels culture is what makes you who you are. It includes everything and the ways a person does something. When she thinks of diversity she pictures the school she works in because it has a very diverse population of students on different academic levels,family styles, and ethnicity which all come together for a common goal.

When I look at the different definitions I received, I immediately thought about the reading from our textbook. Derman-Sparks ( 2010) identified to be everyday and every action which goes right along with what Abby stated. I also thought about the panelists in last weeks video who identified culture as simply being complex. When I asked each person what culture was they simply got stuck, one even stated, " how can I define something so broad and in depth?"

Also, when I look at these definitions I immediately think about the omission of language as a components to culture. In last weeks video, Professor Benavides focused a great deal on how language abilities plays such a major part in our culture. I was surprise to see that no one included this within their definition of culture.

By asking others to define culture and diversity it was interesting to find how some people feel uncomfortable talking about it. Upon asking each person I was first provided a very uneasy look as though they thought there definition would not be right. I also feel like what each person has experienced in their lives impacted their definition greatly. For the veteran teacher, I feel she was most comfortable with answer the question and provided an answer that included her experiences as a teacher. For my boyfriend, he was able to pull from his experience from moving from the North to the South. This is why he included regional differences. My friend Abby, was also able to pull from her experiences as a school psychologist within a particular school.

My Family Culture

Selecting three items I would take to an unknown country was actually more challenging that I originally thought.   The first item I would take would be my Kindle. I know it sounds silly, but part of who I am involves one important component of my family culture which is my faith. I would be able to read the Bible, as well as read many other things that help make up who I am. The second thing I would take with me would be my grandmother's photo albums. These albums provide such a vivid picture into what has shaped my family culture. I would also be a reminder of where I come from regardless of the differences I would see in the other culture. The final possession I would take would be my elephant stuffed animal. This elephant has been the security blanket we have passed down in my family. It was my grandmothers, my moms and now mine.  I would like to keep up this tradition and pass it down when I have children.
   When I first thought of giving two items up, I thought well if I could put all the pictures from my grandmother's album in my Kindle than I would keep that as my top of my list, however I would be giving up the security blanket that was passed down in my family. I would have a very hard time giving up any of these possessions because it was already hard enough to get down to these three.
   Completing this exercise was extremely difficult, but useful because it helped me realize just how much in my life helps make up who I am. 

When I think of Research....

Looking back on this course I feel I have gained a wealth of knowledge regarding the steps to design a research. I was unaware of different types of research designs like qualitative, quantitative, and quasi-experimental. I truly thought there was only one type.  I have gained insights in to just how much must be taking into consideration prior to ever conducting a study, mainly the ethical issues and how to go about the study while addressing those issues. 

Some of the challenges I encountered was mainly with myself. I was so nervous about this course. Honestly, my nerves almost got the best of me and led me to taking a class off because I thought it would just be too much to handle. That challenge was met by simply taking it one step at a time, and just "toughing it out." Another challenge I faced was the way in which the test was written. Some how it was not an easy read for me at all, but I just had to read over things more then once and use outside resources to help as well.

This course has made me more aware of what all goes into the early childhood profession. Many of use read numerous studies and articles almost weekly. Actually getting the chance to step in the shoes of a researcher, I am more aware of what goes into conducting a research, and just how many different researches has helped us get to where we are today in the profession. It also helped me realize that even though I am a classroom teacher, I use many of the steps of research such as interviews ( of course I call it introduction with parents at the beginning of the year), anecdotal records, and checklists.  I currently utilize a checklist on a daily basis for some of my students struggling with certain behaviors.

Good Luck to all of you in your next course!!

Early Childhood Australia

As I looked through this website, I saw many different current studies that grabbed my attention.

The first one was called, "It's a mystery!" A case study of implementing forensic science in preschool as scientific inquiry.

The reason this grabbed my attention of course was the title including the words, "forensic science," I mean really, forensic science for young children?? It sounded a little scary if you ask me.  However, it explained how young children are born with curiosity and desire to explore. It takes us through a preserve teacher that "goes on a bear hunt" to discover the mysterious bear paw print. This papers focus is on arguing that such a complex topic can still be implemented with young children.
Another topic I found interesting was on the physical environment. This study was titled, " How design of the physical environment impacts on early learning: Educator's and Parent's Perspectives. Its focus was on how feeling homely and welcome enhances the learning environment. This is something I truly strive to provide in my classroom and am drawn to any study regarding its benefit.

One observation I made about many of the topics I saw, was how parents perspectives was incorporated within many of the studies.


As I looked into the Early childhood Australia website, I found it was similar to some of the organizations within our country like NAEYC. Both of the organizations work together with government, early childhood professionals, and families  I also loved seeing the WEALTH of  free resources it provided for families regarding numerous topics like baby and toddler sleeping, school readiness, and childhood health.


Finally, as I searched through the links I found one regarding past speeches. This includes many past conferences in which Early Childhood Australia members commented on certain topics. My favorite is regarding what needs to happen in child care. I encourage you to check it out. http://www.earlychildhoodaustralia.org.au/early_childhood_news/speeches/what_needs_to_happen_in_child_care.html

Research that Benefits Children and Families-Uplifting Stories

This week we have been able to look at research and its benefits to those around us. We have also discussed the very challenging topic of societal benefits in which it is okay to subject children to research. I think any time we bring children into the equation it hits a very soft, compassionate part of us, part the reason this was a tough topic for me. 
However, in the end research has provided numerous benefits over the years, one personal example is my dear brother. Those of you from previous courses have possibly read previous posts about him. At three years old Justin was diagnosed with Medulloblastoma, a type of brain tumor. When he was diagnosed with this tumor the survival rates were not very high at all. Not much was known about this type of cancer. We were blessed that he was one of the few survivors of this cancer at the time. After nearly 20 years of research, the survival rate is now at 85% .  St. Jude Research Hospital in Memphis, Tennessee is a hospital built with the mission to advance treatments and cures of catastrophic diseases such as cancer. Many forms of cancer that we once knew very little about, are now well known and have an extremely high survival rate, due to the tremendous amount of research that has occurred.When I think of St. Jude I think of the millions of families who are positively affected by the research that occurs within those walls each day. Please check out the article on Medulloblastoma http://www.stjude.org/stjude/v/index.jsp?vgnextoid=557ad3ce38e70110VgnVCM1000001e0215acRCRD&vgnextchannel=406a0016380f0110VgnVCM1000001e0215acRCRD