AT's Blog

Time Well Spent!

2014-08-16T14:13:00.000-07:00

At least three deeply felt learnings from this program:

Being a voice for the voiceless.

Learning about many of the issues and trends within the ECE field.

Learning about anti-bias education, diversity, culture, and communication.

At least one long-term goal:

Use what I have learned from this program to effectively help support and interact with young children and their families. I want to be the best ECE professional I can be for the children and families I will work with in the future.

A farewell message to your Instructor and colleagues:

Dear Dr. Dartt and Colleagues,

I have enjoyed working with all of you. I appreciate all of the help, feedback, and encouraging words. There were times when I felt like I was not going to make it through, but you all helped me realize that I could do it! Thank you all for everything! I wish you all the best in your future endeavors. Congratulations, colleagues! WE DID IT!!!

Sincerely,

Ashley T.

Jobs/Roles: International Level

2014-08-05T15:14:00.004-07:00

Hello Colleagues,

Here are the 3 international organizations I chose to share:

http://acei.org/

Association for Childhood Education International (ACEI)

Job opportunity: ACEI Board of Directors

Skills/Experience Needed: demonstrate a clear commitment to furthering the education and well-being of children worldwide and are dedicated to promoting excellence in nonprofit governance. Board of Directors members play a critical role in making decisions regarding Association goals and the allocation of resources (ACEI, 2011).

I chose this organization because it is concerned with “Bright Futures for Every Child in Every Nation” (ACEI, 2011).

http://www.iaswece.org/index.aspx

International Association for Steiner/Waldorf Early Childhood Education (IASWECE)

Job opportunity: Educator

Skills/Experience Needed: Must go through IASWECE training. Early childhood educators who carry responsibility for the care and education of the child from birth to school entrance in a Steiner/Waldorf setting are expected to have completed a full Steiner/Waldorf early childhood training program (IASWECE, n.d).

I chose this organization because educators respond to the young children in 2 ways:

1. engages in domestic, practical, and artistic activities the children can readily imitate (for example, baking, painting, gardening, and handicrafts), adapting the work to the changing seasons and festivals of the year (IASWECE, n.d.)

2. nurtures the children’s power of imagination by telling carefully selected stories and by encouraging free play.

http://www.unicef.org/

UNICEF

Job Opportunity: Educator

Skills/Experience Needed: International professionals are normally required to have an advanced university degree in a field relevant to the work of UNICEF. The work experience should be relevant to the position and to the work of UNICEF. Proficiency in English and in another Official UN working language (Arabic, Chinese, French, Russian and Spanish) is required. Knowledge of the local language of the country where the position is located in is an asset. All UNICEF staff must be prepared to work in any region or country and to undertake extensive in-country travel. A large part of a typical career is spent in developing countries (UNICEF, n.d.).

I chose this organization because of all of the information available on different subjects concerning Early Childhood.

References

Association for Childhood Education International (2011). Retrieved from http://acei.org/

International Association for Steiner/Waldorf Early Childhood Education (n.d.). Retrieved from http://www.iaswece.org/index.aspx

UNICEF (n.d). Retrieved from http://www.unicef.org/

Jobs/Roles in the ECE Community: National/Federal Level

2014-07-25T19:20:00.000-07:00

The 3 National/Federal Organizations I chose to share:

1. National Association for the Education of Young Children NAEYC - http://www.naeyc.org/

2. Zero to Three - http://zerotothree.org/

3. National Head Start Association – NHSA - http://www.nhsa.org/

I chose these 3 national organizations because I have referenced them several times in classes throughout this program. I find that each one is committed and dedicated to serving young children and their families. All of them have great resources that are useful for educators and parents. I have even subscribed to receive monthly newsletters from one of them.

Job Opportunities That Interest Me From

NAEYC: Senior Director, NAEYC Academy for Early Childhood Program Accreditation.

Requirements: Demonstrated leadership and management skills administering early childhood systems and quality improvement initiatives. Demonstrated track record of staff supervision that motivates excellent performance and supports ongoing staff development. Excellent organizational, communication and interpersonal skills. Strong conceptual and analytic skills and talent for innovation. Advanced degree in nonprofit management, business administration and/or early childhood education/child development preferred. Some travel required.

Zero to Three: Senior Training Specialist

Requirements: Master’s degree in early childhood development or related field.

Strong knowledge of early childhood development and early childhood systems; with a specific focus on infant and toddler development; Strong knowledge of Early Head Start program development, the Head Start Program Performance Standards, and EHS technical assistance resources;

Excellent training skills and experience providing training to a variety of audiences; Strong organizational skills and ability to manage multiple tasks; Strong oral, and computer skills; Experience working in various databases; Ability to work collaboratively with individuals representing a range of backgrounds and skill levels; Ability to be flexible and adaptable to dynamic changes in the work environment; Ability to work with a team as well as independently; Strong interpersonal skills; and Ability to travel.

NHSA: Director of Early Learning and Head Start Services

Requirements: 3-5 years experience supervising and coaching teachers and education leaders; Experience with Head Start, Early Head Start and special education strongly preferred. Demonstrated success in program management, including operational and financial management, evaluation and assessment, and continuous improvement for educational programs. Experience leading and inspiring a highly effective team, with a strong commitment to staff development. Demonstrated success implementing new programs to engage broad, diverse audiences. Bachelor's degree in Early Childhood Education or related field; master's degree preferred. Ability to communicate effectively in written or verbal format to groups of all sizes and individuals. Experience executing strategies to engage families to support their children's healthy development and school readiness (NHSA, 2014).

References

National Association for the Education of Young Children (2014) Retrieved from http://www.naeyc.org/

National Head Start Association (2014) Retrieved from http://www.nhsa.org/

Zero to Three (2014). Retrieved from http://zerotothree.org/

Exploring Roles in the ECE Community

2014-07-09T14:38:00.000-07:00

Hello Colleagues!

This is what I found:

http://gayconline.org/ : Georgia Association on Young Children (GAYC)

I chose GAYC because:

I can network with others interested in early childhood development and education.

I can receive journals from both NAEYC and SECA.

I can join together with others to make a difference in the education of young children in Georgia.

Job Opportunity:

Director of a child care center

Skills & Experience Needed:

Directors of all licensed childcare centers are required to take an approved 40-hour Director Training course.

H.S. Diploma, Credential, or Certificate- Education / Training Requirements: Child Development Associate (CDA) - issued by the Council for Professional Recognition Technical Certificate of Credit Technical College Diploma Montessori Diploma Paraprofessional Certificate - issued by the Professional Standards Commission International Nanny Association Certificate Military School-Age Credential (MSA) - issued by the Council for Professional Recognition

http://decal.ga.gov/BftS/About.aspx: DECAL (Dept. of Early Care And Learning) Bright from the Start

I chose DECAL Bright from the Start because:

Bright from the Start oversees a wide range of programs focused primarily on children ages birth to school age and their families.

Job Opportunity:

None from DECAL, but there are 100 lead pre-k teacher/assistant teacher positions available at http://decal.ga.gov/BftS/ProviderJobsList.aspx

Skills and Experience Needed:

ECE/ ELEM. Certificate, CDA

http://www.georgiaheadstart.org/ : Georgia Head Start Association (GHSA)

I chose GHSA because:

It provides comprehensive early childhood and family development services to children from birth to five-years-old, pregnant women and families.

It is a statewide non-profit organization with the mission to provide education, leadership and advocacy that supports Head Start programs’ efforts in delivering high quality comprehensive services to Georgia’ to enhance the capability of local Head Start programs to deliver quality comprehensive services to children and their families.

It represents the 31 Head Start and Early Head Start agencies in the state of Georgia that provide these services to over 25,000 low-income preschool children birth through five-years-old and their families.

Job Opportunity:

Lead Teacher

Skills and Experience Needed:

AA in Early Childhood
BA or BS in Early Childhood or closely related field
Early Childhood certification

Reflecting on Learning

2014-06-26T14:55:00.004-07:00

Dear colleagues,

Once again, we have reached the end of another course. I am very appreciative for all of the kind words and feedback from you all. I would like to wish everyone the best as we all move on to our next course. I have enjoyed working with all of you and sharing ideas and insights with each other. I can truly say I have learned a lot from everyone.

My most passionate hope for my future as an EC professional and for the children and families with whom I will work is that we ALL establish a working and respectful relationship with each other. I hope that I reach those who may not believe in anti-bias education.

Best Wishes!!!
Ashley T.

Impacts on Early Emotional Development:

2014-06-16T17:50:00.003-07:00

I chose to explore a region in Africa. The country I chose was Ghana. I chose this region because I always wonder how children in countries such as Ghana are affected differently than children in the U.S. Ghana is one of many third world countries and it is interesting to learn how things are handled and what challenges are faced in a country that is the complete opposite of my own.

The caption on this picture from the website read: “I will go close to children who are physically challenged and invite them to play with me because I know they are just like me.”

This was very touching that this child notices children who are disabled and invites them to play with him. It is also touching that he recognizes that they are just like him (children), but can’t do things exactly like him because they are physically challenged.

Specific challenges in this area that would affect the emotional development of children who live here:

· 1.2 million children (under the age of 5) have no national identity in Ghana - This can make those children feel unimportant because they are without an identity. I think our identity is an important aspect in life. These children deserve to be acknowledged and identified. They might also feel as though they do not belong anywhere.

· Poverty - Not being able to have access to food, water, clothing, and shelter can be damaging to children in this area (Physically, Mentally, and Emotionally). Not getting the proper nourishment may hinder a child’s development.

· Weak child protection - Children’s emotional development suffers if they don’t even have support or protection from things such as physical and/or sexual abuse.

· Child mortality – Things such as this can definitely cause children’s emotional development to suffer. Children see other children suffer from diseases and other things and can do nothing about it. They really have a lot to deal with.

I gained many insights from this assignment. It is hard to read about and see that children all over the world suffer from the same things, but in different ways and to different degrees. For instance, children in the U.S. may suffer from poverty, but not as bad as some children in other countries such as Ghana.

Reference

http://www.unicef.org/ghana/about_7587.html

Blog Assignment: The Sexualization of Early Childhood

2014-06-12T13:27:00.003-07:00

To be totally honest, I was not at all surprised by the findings in the article. The media and the influence from those around children are to blame for this. “Children growing up today are bombarded from a very early age with graphic messages about sex and sexiness in the media and popular culture” (Levin and Kilbourne, 2009, p. 2). I can see how children are practically forced into being this way. They simply observe and mimic what they see. I have witnessed this many times. Here are a few examples:

Just the other day when I was getting my eye brows waxed, the lady who was waxing my brows started telling me how much of a diva her 4 ½ year old is. She told me that her daughter asked her if she can wear make-up to school so she would look beautiful. She said she allowed her to do so. I was shocked that she would allow her very young daughter to wear make-up. Then, she went on to say that she arches her eye brows for her. She even told me that her daughter asked for her to wax her brows. She said she did, but her daughter said that it hurt too much to do again, so she will just make her pluck them.

While working as an afterschool teacher, there was a little girl who never liked to play when we went outside. She was always dressed nicely and even kept her nails done. Her nails always matched what she was wearing. She always applied lip gloss every few minutes, as she looked into her compact mirror. Many of the other children would say that the girl thought she was better than everyone else. When her mother picked her up, she seemed to be the same way as her child. Her nails always matched her outfits and she, too, applied lipstick and gloss while she waited for her daughter to gather all of her belongings.

I once observed a group of boys rating girls as they passed by them. This was in a shopping mall in the food court. The boys looked like they were about 7-10 years old. While sitting at their table, I could hear them saying things like, “Yeah, I’ll date her,” “No, she is flat chested,” and “Dang, she looks good.” I assumed that they observed what was considered “beauty” and what was not based on what they media portrays.

During outside time, I once heard a group of girls talking about their weight and size. One girl offered another girl advice to “eat more rice and peanut butter sandwiches because she was too skinny.” Another girl was telling the other girls that she started doing squats with her older sister so she would have toned legs and a bigger bottom.

Children can face many implications regarding this issue. “In the most extreme cases, the media’s incessant sexualization of childhood can contribute to pathological sexual behavior, including sexual abuse, pedophilia, and prostitution” (Levin & Kilbourne, 2009, p.4). This is really an issue that should be taken seriously. People may think it is harmless or “cute” but children are actually affected by this. I would take the time to research this and advocate for the well-being of children and their futures. I would even discuss this issue with children and their families, expressing how important it is to be yourself and be proud of who you are. Reading about this topic has allowed me to really see just how much children are focused on the wrong things at such a young age. They should be more concerned about enjoying their childhood and not what they look like.

Reference

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

2014-06-07T14:10:00.002-07:00

Our own or personal experiences with isms affects us and the people around us. Derman-Sparks and Edwards (2010) describe isms as institutional advantages and disadvantages people experience because they belong to certain groups. Isms can have an impact on anyone. I believe that certain children and their families may be treated a certain way if an educator may be dealing with or experiencing specific isms in their life. For example, if a low to middle class teacher works in a school district in which the majority of the children and their families are high class, that teacher might feel a certain way towards the families due to what he/she might be experiencing in their personal life. Another example would be a teacher who might be dealing with racism in his/her personal life. That teacher might treat children and their families (who are the same race as the person who might have been treating him/her a certain way due to his/her race) in a different way. One thing we, as educators, must keep in mind is that we cannot let our personal lives interfere with our professional lives. Even if the ism comes from the school environment or the children and families themselves, we still must remain neutral and professional.

My own personal experience with this was when I experienced classism due to the fact that I did not drive an expensive, luxury car and did not carry and wear expensive, name-brand clothes and handbags. I felt some type of way because I was always overlooked by other teachers, parents, and even students. There were teachers who wore and carried the name-brand bags and clothes and drove luxury cars. Those teachers seemed to socialize together and was always complimented on what they had and how they looked. I felt down because I did not have these things, but I kept in my mind that I was there for the students and not for a fashion show. I continued to be professional and treated all children and their families the same. (even though I was not treated equally).

Reference

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).

OBSERVING COMMUNICATION

2014-05-24T18:17:00.001-07:00

For this blog assignment, I observed a tee ball team practice. My friend’s daughter is on the team that I observed. During practice, the head coach was very hands-on with the team. As each child practiced hitting the ball off of the tee, the coach kneeled down on one knee to help each child hold the bat properly and swing at the ball. I was close enough to hear the coach explain to each child exactly what he was doing. This reminded me of the article, Communicating with Babies, when Kovach and Da Ros-Voseles (2011) discussed the importance of talking directly to each child and talking to children before touching them. I learned that there are other people besides early childhood educators who know about and implement the principles we learned about this week. I think that the coach did an outstanding job communicating effectively with each child. I also think that the way the coach communicated with the children affected each child in a positive way. I believe that the children felt safe, respected, cared for by him. I believe they all trust him due to the way he communicated with them.

Reference

Kovach, B., & Da Ros-Voseles, D. (2011). Communicating with babies. YC: Young Children, 66(2), 48-50.

Creating An Affirming Environment

2014-05-17T14:31:00.000-07:00

If I were to create my own family child care home, I would make sure to create a very welcoming setting. I would make sure that the place is open, spacious, and bright. I always find that bright and spacious child care centers have a friendly aura. I would also make sure that I include the children and their families throughout the center. This would help create a classroom environment that is unique. “Because the physical environment begins with who children are, each early childhood classroom will have its own unique look” (Derman-Sparks & Edwards, 2010). I like how Adriana, from the media segment, had a family culture display in which she changed each month to represent all of the children in her program. I think that would be something that I would also like to do. I even like her idea of using the students within her class on the display posters. “To ensure that all children and families in a program are visible in your learning environment, you may need to supplement purchased materials by making your own” (Derman-Sparks & Edwards, 2010). Another thing I would like to do is expand the respect and understanding of diversity. Implementing the different shades of bean bags as ways to compare and contrast skin tones was a brilliant idea from Adriana (Laureate Education Inc., 2011). I would focus on creating a child-friendly, family-welcoming, diverse learning environment.

References

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

Laureate Education, Inc. (2011). Strategies for working with diverse children: Welcome to an anti-bias learning community. Baltimore, MD: Author

Final Blog Post-educ 6357

2014-04-24T17:45:00.001-07:00

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

I hope that we all can work together and not let any differences whatsoever stand in our way. I also hope that we can work together bias-free!

One goal you would like to set for the early childhood field related to issues of diversity, equity, and social justice

I would like for all of us to focus more on providing our students with an anti-bias education.

A brief note of thanks to your colleagues

Dear colleagues,

I would like to thank all of you for all of the helpful comments and feedback. I really enjoyed working with all of you and I wish you all the best. We are almost to the finish line, so DO NOT GIVE UP! We can do this!!!

Best wishes,

Ashley T.

START SEEING DIVERSITY

2014-04-19T18:40:00.000-07:00

(Anti-biases)

We, as teachers and parents, must feed our children the right things, especially at an early age!

On the Menu:

Ageism Classism Diversity Prejudice

Racism Sexism Identity Equity

Ableism Religion Respect Family

Shhh! Don't say that!

2014-04-12T10:42:00.000-07:00

I took two of my younger cousins with me to the store. While standing in line to pay for our things, I noticed that the family in front of us had a child who was disabled and was in a wheelchair. One of my cousins hit the other and pointed and said, “Look at that girl making those funny noises” and then they laughed. My cousins were 3 and 4 at the time. I quickly grabbed both of them by the arm and turned them around to face me. I got down to their level and angrily whispered, “Be quiet right now.” I was so embarrassed because the child’s parents heard them, but they did not say anything to us. I should have not responded this way.

Some messages that might have been communicated to my cousins probably were:

We should not point at people

We should not laugh at people

We should keep our thoughts to ourselves

We should be quiet

An anti-bias educator might have responded to support understanding by:

Teaching a lesson on differences and similarities

Sharing a book that displays a child with disabilities

Discussing feelings and self-esteem

“A multicultural/anti-bias approach can help students learn to place a positive value on those differences and to treat all people with respect” (Wolpert, 2002).

Reference:

Wolpert, E. (2002). Redefining the norm: Early childhood anti-bias strategies. Beyond heroes and holidays: A practical guide to K-12 anti-racist, multicultural education and staff development. Washington, DC: Teaching for Change. Retrieved from http://www.teachingforchange.org/wp-content/uploads/2012

Start Seeing Diversity Blog

2014-03-22T18:42:00.002-07:00

Children and Diversity

How you would respond to a parent/family member who informed you they did not want anyone who is perceived (or self-reported) homosexual or transgender to be caring for, educating, and/or interacting with their child

If a family member or parent informed me that they did not want anyone who is homosexual or transgender to care for, teach, or interact with their child, I would mention a few things to them. I would tell them that judging a person based on their sexual preference is wrong. I would also tell them that no one should be discriminated against and not given a fair chance at teaching/working with children just because they are “different” or not what someone thinks a teacher should be or look like. I believe that if a person (no matter how “different” they might appear to others) has what it takes to effectively teach children, they should be able to do so and not be judged. In the end, if they still do not want their child to be taught by a homosexual or transgender person, I would tell them to either be more open-minded and embrace diversity or find a different center or homeschool their child. Children are exposed to many “different” things, and I believe that it is up to the parent to teach the child how to respect diversity. Derman-Sparks and Edwards (2010) discussed how children are influenced by the attitudes of others about gender behavior. If children hear these negative things towards others by their parents, they will start to believe in it and may carry it into their adulthood.

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?

I have heard each of these terms used by adults and children. I am guilty of using some of these terms in the past. For this question, I will explain an incident between some children on the playground at the childcare facility in which I work. One day, I took the children outside to play. Many of the boys and one girl started a game of football, and the other boys and girls all ran to the play systems and swings. While walking around and monitoring the children, I overheard one group of girls talking about one particular girl. They were talking about the girl being a “tomboy” because she always played with the boys. When I heard this, I asked them to tell me the definition of a “tom boy”. They gave me answers such as girls who act like boys, girls who do not do “girly” things, and girls who don’t like to wear girl clothes, but likes to wear T-shirts and jeans all of the time. I proceeded to tell them that she was not a “tom boy”, but a girl who just liked to play and be a child. I told them that it is okay for girls to do those things because everyone makes their own choices at what makes them feel comfortable. I even told them that I guess I was a “tom boy” when I was their age because I, too, enjoyed playing sports, getting dirty, and loved T-shirts and jeans. They thought I was kidding because of how I dress and appear now as a woman.

References

Derman-Sparks, L., & Olsen Edwards, J. (2010). Anti-bias education for young children and ourselves. Washington, DC: NAEYC.

EDUC-6165 Final Blog

2014-02-25T08:09:00.002-08:00

Dear colleagues,

I am very thankful to have worked with all of you. I also appreciate all of the comments/feedback that I received from you all. We have all made it to the end of another course and I would like to wish all of you the best as we continue on to the finish line of this program. Keep up the good work and do not give up even if things get tough!

Best wishes,
Ashley T.

Team Development: Adjourning!

2014-02-13T19:50:00.001-08:00

I think that when you are a part of a group/team in which there is excellent chemistry, it is hard to say good-bye. It is not necessarily the high-performing groups that are hardest to leave, but the ones in which everyone gets along, works well together, accomplishes things, and have a closeness, such as a family bond. In this kind of group/team, there is a great team leader.

The group/team I left which was the hardest for me to depart was my team 6-2 Cluster. When I taught 6^th grade, there were 2 teams (6-1) and (6-2). There was a teacher for each subject and our students rotated to each of our classes daily. There were 100 students. There were days when my team met to discuss our goal of working very hard to make sure our students passed on to the next grade. We laughed and cried together throughout the year, but in the end we achieved our goal. To celebrate our accomplishments, the team leader set up a dinner for me and the other two team mates. At this dinner, she recognized each of us separately, and then as a group/team. We all reflected on our trials and tribulations throughout the year and how things could improve for the next year. “The team leader should ensure that there is time for the team to celebrate the success of the project and capture best practices for future use” (Abudi, 2010). On the very last day of work, our principal treated the entire faculty and staff to lunch. At this lunch, he announced our “new” teams…The 4 of us looked at each other with tears in our eyes as we learned that our team was being torn apart.

As for adjourning from my colleagues in this course, I do not think it will be hard to say good-bye. I say this because I think it is much harder to say good-bye in person with those I have actually had contact with face-to-face and bonded. I enjoy working with my colleagues and when we say good-bye at the end of each course, I feel a sense of accomplishment instead of sadness.

I think that adjourning is an essential part of teamwork because it is a time for everyone in that group to recognize others and to also be recognized. I think it helps build confidence and a sense of accomplishment. It helps us to know that we have achieved something and it is time to move on to the next thing.

References

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 .

CONFLICT RESOLUTION

2014-02-07T09:47:00.000-08:00

I have recently had conflict with my younger sister. She is 14 and she is not as respectful towards our parents as she should be. For example, the other day they told her to clean her room multiple times. She kept telling them, “okay.” I passed by her room and saw that she was sitting on her bed using her I-Pad and cell phone. I heard my parents talking about her behavior. I took it upon myself to make her do what my parents told her to do. I feel like I turned into her parent and not her sister. Before I knew it, we were arguing and were not being nice to each other. I now realize that this could have been avoided if I approached her in a different manner. I am glad that I learned about different skills to handle conflicts. The strategies I will use in future conflicts with her are the 3 R’s (respect, reciprocal, and responsive interactions) and the 3S Skills (See, Listen, and Speak) from the third side. Implementing these strategies while engaged in a conflict will help me help the situation.

Does anyone think that these strategies will work in future conflicts such as this? If not, which strategy/strategies do you suggest?

Who I am as a communicator

2014-01-30T17:35:00.002-08:00

After comparing the results, I was surprised that all 3 of us evaluated me almost the same. I scored a 68, 61, and landed in group 1. My dad evaluated me and I got a 69, 60, and group 1. My friend’s results for me was a 68, 60, and group 1. I was surprised that my father evaluated me as he did. He has not seen me in a small group setting; he only knows that I am quiet and shy.

2 insights about communication from this week:

From O'Hair & Wiemann (2012):

1 I learned that self-concept, who we think we are, has an impact on the way we communicate with others

I learned about the concept of self-monitoring in which we learn how to present ourselves to others in certain situations based on the environment and the people who are in our surroundings

Both of these insights might have an effect on my professional work and personal life. For # 1, if we truly identify and learn who we actually are, we can learn certain ways that best work for us when communicating with others. (Ex. Colleagues, students, family, strangers). For # 2, if we pay close attention to the people we communicate with and the environment in which we communicate, we can learn the best ways to present ourselves in certain situations. For example, if we see a hostile parent coming into our classrooms after school, we can implement self-monitoring and know how to present ourselves in that situation (calmly, not hostile which would probably escalate the conflict)

References

O’Hair, D., & Wiemann, M. (2012). Real communication: An introduction. New York: Bedford/ St. Martin’s.

Different Ways of Communicating

2014-01-23T17:08:00.003-08:00

Do you find yourself communicating differently with people from different groups and cultures? If yes, in what ways do you communicate differently?

Yes, I do find myself communicating differently with people from different groups and cultures. I always thought I was the same no matter who I communicated with, but that is not the case since I have really evaluated myself. When I am with my family or close friends, my communication with them is very relaxed and informal. On the other hand, when I am around colleagues, people I am not familiar with, or even in public, I am more formal and not very relaxed as I am around family and close friends.

Based on what I have learned so far in this course, I could communicate more effectively by being mindful of my body language, gestures, eye contact, and the Platinum Rule while communicating with others. I have already started practicing these strategies.

Communication Skills (t.v. show blog)

2014-01-11T12:39:00.003-08:00

The show I chose to watch: The Real Housewives of Atlanta.

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

The women in this show seem to be close friends, but there is one that sticks out of the group as being bossy and not very liked by the other women.

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

The women are on a private bus and are about to go on a road trip. Many of the women were late showing up, and once they were about to leave, the “friend” who seems bossy stands up in the middle of the bus and starts yelling at the other women. Many of the women yell back, and one of them stands up and confronts the bossy friend by yelling back at her. The facial expressions show me that the women are annoyed with the bossy friend.

Now, watch the show with the sound turned on.

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

I assumed that the women were all friends and that there was one of them that was not liked by the others. I was right!

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

I think so, only because I would know the characters and the situations the characters might be in during the show.

What I learned: Facial expressions and gestures/ body movements can teach you many things about a person/ people.

Competent Communication Blog: (Educ-6165)

2014-01-07T06:56:00.002-08:00

My father demonstrates competent communication. No matter who he speaks with, he always demonstrates great communication.

What behaviors does this person exhibit that makes him/her effective?

He makes direct eye contact, speaks clear and at an appropriate volume, does not interrupt the other speakers, listens attentively, and uses appropriate gestures/body language.

Would you want to model some of your own communication behaviors after this person? Why or why not?

Yes. I would absolutely want to mimic some of the communication behaviors like my father. As a matter of fact, I would like to model all of them. He is one of the most influential role models in my life that I look up to for guidance and as an example. I think that I would be better at communicating with others if I model my father’s communication behaviors. I am a shy person, but I think if I practice a bit more, I will be better at it, especially using the way my father communicates with others as a guide.

Professional Hopes and Goal

2013-12-16T20:02:00.003-08:00

I would like to begin by thanking all of you for supporting me and providing me with feedback and encouraging words. I am very thankful that I had the opportunity to work with you all in this course. As we continue through this program, I really hope that we all continue to help and support one another.

One hope that you have when you think about working with children and families who come from diverse backgrounds (any format and any length)

I truly hope that I will be beneficial in helping them adapt/adjust and learn. I also want all of my students and their families to feel comfortable and safe.

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)

I would like for all students to receive the same treatment, education, and even materials to help them be successful. As of now, schools in poverty stricken areas tend to lack things that rich areas have. No children should receive less because of their social status or any other reason.

Good luck and best wishes as you continue your journey!

Ashley T.

Blog: Welcoming Families From Around the World

2013-12-12T17:55:00.001-08:00

Name of Country: Tuvalu, located in the Polynesia, Oceania region of the world

5 Ways I will prepare myself to be culturally responsive:

1. I will begin my researching how to greet the family in their native language.

2. I will make sure that the gestures we use in the USA are not offensive to them. For instance, I want to make sure it is okay to wave at them or make head nods.

3. I will prepare an agenda in their language for their convenience, just in case they are not as fluent in English.

4. I will make sure that their culture is represented in the room somehow. Pictures, books, etc…

5. I will make sure that the room is comfortable for them. I want them to feel safe and comfortable during their visit.

I hope that these preparations will benefit both me and the family. I want all of us to get off to a great start, especially for the sake of the child. I believe that these preparations will help us begin to build a strong rapport so that we may become closer as we work together to help the child succeed.

Prejudice: My Personal Experience

2013-12-06T17:45:00.000-08:00

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? Keep in mind that one can encounter such incidents in real contexts, including online environments, as well as in fictional ones, such as movies, books, television shows, and the like.

One summer during my childhood, my uncle walked me and my cousins to the corner store to buy us candy. When we entered the store, the clerks watched us from the time we entered until the time we left. The clerks were two older, Caucasian males. My uncle asked them was there a problem (because they were staring at us the whole time). The men responded that they were making sure we didn’t steal from their store. There were others present in the store and the men did not pay any attention to them. The others in the store were Caucasians.

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

The men in the store diminished equity be treating us differently than their other customers. We were not given the chance to show that we were indeed honest people and would not steal from them. They assumed that we would steal based on the color of our skin.

What feelings did this incident bring up for you?

Thinking about this incident makes me feel sad/hurt because there are such cruel people in this world who are prejudice about certain people/ groups based on their own beliefs and thinking but not truth. People would rather assume than give people a fair chance.

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

I think that the men would have to change their way of thinking in order to increase equity. People in general should not judge others, especially based on their own feelings/ opinions about them.

Practicing Awareness of Microaggressions:

2013-11-22T08:43:00.002-08:00

My personal experience…

Recently, I went to the post office to send my husband a box of goodies since he is deployed. As I was leaving out of the building, I saw an older, white lady struggling with her packages as she was trying to enter the building. She dropped some of her mail and being the helpful person that I am, I offered her help. Instead of accepting my offer to help her, she yelled at me saying, “No! I don’t need help from a n….. or anyone else like you!” As the target of microaggression, I was shocked because it is 2013 and there are still ignorant, racist people in this world. I did not let it bother me though. In return, I said to her, “Have a blessed day.” There were other people around and they looked at the woman in disbelief and shook their heads in disappointment. When she said “or anyone else like me” I understood that she meant other people of color. As I reflect on this situation/experience, I am truly saddened because there are people who do not know/ don’t care about the impact they may have on another person’s life. Colleagues: What would you have done in this situation?