To my fellow 6165ers...
I just wanted to say a quick thank you for all of your support and feedback. It has truly been a pleasure working with and learning from each of you throughout our course. I look forward to seeing you in other courses in order to see what wonderful things you are doing for the early childhood field.
I wish each of you the best of luck in your future endeavors!
Monday, February 20, 2012
EDUC 6164 - Final Blog
1. One hope that you have when you think about working with children and families who come from diverse backgrounds:
A hope that I have in terms of working with children and families from diverse background is that I can be more cognizant of, and embrace the differences among us. I would like for the discussion of diversity to be open, honest, and respectful. Without being able to speak of our differences, we will continue to hold on to the things that make us different from one another which will result in a permanent divide among us.
2. One goal you would like to set for the early childhood field related to issues of diversity, equity, and social justice:
A goal that I have set professionally is to implement more of an anti-bias curriculum in my classroom. Although I try to already, I have learned of several ways in which to promote differences. One specific goal within this general area is to encourage parents to visit the classroom to discuss their family culture with the students.
3. A brief note of thanks to your colleagues.
I want to take a moment to extend my gratitude to my fellow classmates for all of their insightful blog and discussion board posts. I have been thankful for the many perspectives that each of you has provided me, especially on some difficult topics that we have tackled within our course. I wish each of you the best of luck with all of your future endeavors.
A hope that I have in terms of working with children and families from diverse background is that I can be more cognizant of, and embrace the differences among us. I would like for the discussion of diversity to be open, honest, and respectful. Without being able to speak of our differences, we will continue to hold on to the things that make us different from one another which will result in a permanent divide among us.
2. One goal you would like to set for the early childhood field related to issues of diversity, equity, and social justice:
A goal that I have set professionally is to implement more of an anti-bias curriculum in my classroom. Although I try to already, I have learned of several ways in which to promote differences. One specific goal within this general area is to encourage parents to visit the classroom to discuss their family culture with the students.
3. A brief note of thanks to your colleagues.
I want to take a moment to extend my gratitude to my fellow classmates for all of their insightful blog and discussion board posts. I have been thankful for the many perspectives that each of you has provided me, especially on some difficult topics that we have tackled within our course. I wish each of you the best of luck with all of your future endeavors.
Tuesday, February 14, 2012
EDUC 6164 - Welcoming Families from Around the World
Scenario:
"You are working in an early childhood setting of your choice—a hospital, a child care center, a social service agency. You receive word that the child of a family who has recently emigrated from a country you know nothing about will join your group soon. You want to prepare yourself to welcome the child and her family. Luckily, you are enrolled in a course about diversity and have learned that in order to support families who have immigrated you need to know more than surface facts about their country of origin" (Walden University, 2011).
For this activity, I chose the country of Botswana, as I am expecting a family from this country within the next month.
In order prepare myself to be culturally responsive towards this family, I will plan the following:
1. I will research the family dynamics - who has the "power" in the relationship in regards to specific topics such as children and money. (From the research that I performed thus far, it seems as though many parents stick to traditional roles when the father makes the major decisions in the family; however, some families split the the decisions between mother and father [Anouk, n.d.].)
2. I will research how the family's culture shows others that they are welcome. Such as in the U.S., we may invite them over or bake them some sweets - what would a family from Botswana do? (Depending on the geographical location in Botswana, welcoming celebrations can be both traditional African celebrations or similar to America's culture with kind gestures (Anouk, n.d.).]
3. I will research the responsibilities of children in Botswana. (Most children have similar roles to that of children living in America. Many go to school, while few stay in villages while their parents sell goods [Anouk, n.d.].)
4. I will research the family's native language in hopes that I could learn common terms such as "hello" and "how are you". (The official language in Botswana is English; however, depending on where this family previously lived, they may speak Setswana [Anouk, n.d.].)
5. I will research the conditions of Botswana so as to be more informed of climate, news, finances, etc.
By researching the above, I hope to help the family feel welcome to the United States. Because this family will undoubtedly experience a type of culture shock upon their arrival, the research that I have performed will undoubtedly aid, only if a small amount, with this culture change. Furthermore, it is my hope that if I attempt to learn more about their culture, perhaps they will feel as though there is someone in the area who they can trust and come to if they have any questions about anything.
References:
Anouk, Zijlma. (n.d.). Botswana facts and information. Retrieved from
http://goafrica.about.com/od/botswana/a/botswanafacts.htm
Walden University (2011). Perspectives on diversity and equity.
"You are working in an early childhood setting of your choice—a hospital, a child care center, a social service agency. You receive word that the child of a family who has recently emigrated from a country you know nothing about will join your group soon. You want to prepare yourself to welcome the child and her family. Luckily, you are enrolled in a course about diversity and have learned that in order to support families who have immigrated you need to know more than surface facts about their country of origin" (Walden University, 2011).
For this activity, I chose the country of Botswana, as I am expecting a family from this country within the next month.
In order prepare myself to be culturally responsive towards this family, I will plan the following:
1. I will research the family dynamics - who has the "power" in the relationship in regards to specific topics such as children and money. (From the research that I performed thus far, it seems as though many parents stick to traditional roles when the father makes the major decisions in the family; however, some families split the the decisions between mother and father [Anouk, n.d.].)
2. I will research how the family's culture shows others that they are welcome. Such as in the U.S., we may invite them over or bake them some sweets - what would a family from Botswana do? (Depending on the geographical location in Botswana, welcoming celebrations can be both traditional African celebrations or similar to America's culture with kind gestures (Anouk, n.d.).]
3. I will research the responsibilities of children in Botswana. (Most children have similar roles to that of children living in America. Many go to school, while few stay in villages while their parents sell goods [Anouk, n.d.].)
4. I will research the family's native language in hopes that I could learn common terms such as "hello" and "how are you". (The official language in Botswana is English; however, depending on where this family previously lived, they may speak Setswana [Anouk, n.d.].)
5. I will research the conditions of Botswana so as to be more informed of climate, news, finances, etc.
By researching the above, I hope to help the family feel welcome to the United States. Because this family will undoubtedly experience a type of culture shock upon their arrival, the research that I have performed will undoubtedly aid, only if a small amount, with this culture change. Furthermore, it is my hope that if I attempt to learn more about their culture, perhaps they will feel as though there is someone in the area who they can trust and come to if they have any questions about anything.
References:
Anouk, Zijlma. (n.d.). Botswana facts and information. Retrieved from
http://goafrica.about.com/od/botswana/a/botswanafacts.htm
Walden University (2011). Perspectives on diversity and equity.
Saturday, February 11, 2012
EDUC 6164 - Personal Side of Bias, Prejudice, and Oppression
A previous district in which I worked was a suburban district. There was some diversity, but definitely not too much. Before I ended my work at this district, we began getting our class roster via the internet with the previous year's pictures. A few teachers would take this to organize their seating chart even before meeting the children. The prejudice that I experienced, was that these teachers would NOT place any black students together and they would also place them as FAR AWAY from each other as possible. They would claim that the black students were always the worst because they came from the "city."
This undoubtedly diminished equity among these students. Although they may have gotten better seating because they were close to instruction, the teachers demonstrated prejudice. They thought that all black students were disruptive and disrespectful. This was/is such an unfair logic. Going into the year, these teachers already knew that they were not going to get along with the black students, which in turn would prove true because of the teacher's behavior.
To me, this was definitely an eye opening experience. ANY student can end up being disruptive and disrespectful, no matter the race or ethnicity or culture or gender or ANYTHING. Not only did these teachers not like these black students from the get-go, they also put all the other students at an unfair advantage just because of what they looked like. Unfair, prejudice, and racist - all words for this behavior, and I still feel upset about it to this very day.
I'm not sure how I would change this incident into an opportunity for greater equity. Unfortunately, it's as though these teachers were set in their ways and there would be nothing that I or anyone could do to change their frame of mind. The only way that this could change is if their experiences were able to change how they thought about black students. Does anyone have any suggestions on how this scenario could have been changed into an opportunity of greater equity?
This undoubtedly diminished equity among these students. Although they may have gotten better seating because they were close to instruction, the teachers demonstrated prejudice. They thought that all black students were disruptive and disrespectful. This was/is such an unfair logic. Going into the year, these teachers already knew that they were not going to get along with the black students, which in turn would prove true because of the teacher's behavior.
To me, this was definitely an eye opening experience. ANY student can end up being disruptive and disrespectful, no matter the race or ethnicity or culture or gender or ANYTHING. Not only did these teachers not like these black students from the get-go, they also put all the other students at an unfair advantage just because of what they looked like. Unfair, prejudice, and racist - all words for this behavior, and I still feel upset about it to this very day.
I'm not sure how I would change this incident into an opportunity for greater equity. Unfortunately, it's as though these teachers were set in their ways and there would be nothing that I or anyone could do to change their frame of mind. The only way that this could change is if their experiences were able to change how they thought about black students. Does anyone have any suggestions on how this scenario could have been changed into an opportunity of greater equity?
Wednesday, February 8, 2012
Adjourning - An Essential Stage of Teamwork
When thinking back to the numerous groups that I have had to say goodbye to over the years, I come to the realization that the groups whom had success are undoubtedly the ones that are the hardest to leave. Furthermore, leaving successful groups that had a particularly challenging project were even more challenging to leave. I can think of one project in particular where the task was incredibly daunting and we did not seem to have much direction as far as what our professor wanted... the expectations were not established clearly by the professor, so we had to work together to find a common goal on how to complete the specific task.
I believe these groups to be the most challenging to leave because of the camaraderie that is formed while trying to overcome the obstacles of the project. When you work hard with other members and form a mutual respect and relationship with them, closing rituals are quite important. I think this ritual usually ends in going out in a social setting - usually to grab a drink or a bite to eat. Here, we are able to discuss the fun, funny, awful, challenging, etc., experiences we shared together. Adjourning is essential in any teamwork because it allows individuals to reflect, gain, and provide feedback to one another about their process and progress. Without this essential step, team members would be unaware of their strengths and improvements to be made for their next group encounter.
At the end of my master's program, I imagine that many of my colleagues and I will adjourn in an online fashion such as this blog. Usually at the end of a course, we discuss with each other what we have appreciated about each others' feedback, as well as wishing them luck in their future endeavors. I see this being very similar to how I envision it at the end our our master's program, and hopefully with much more communication afterwards :)
I believe these groups to be the most challenging to leave because of the camaraderie that is formed while trying to overcome the obstacles of the project. When you work hard with other members and form a mutual respect and relationship with them, closing rituals are quite important. I think this ritual usually ends in going out in a social setting - usually to grab a drink or a bite to eat. Here, we are able to discuss the fun, funny, awful, challenging, etc., experiences we shared together. Adjourning is essential in any teamwork because it allows individuals to reflect, gain, and provide feedback to one another about their process and progress. Without this essential step, team members would be unaware of their strengths and improvements to be made for their next group encounter.
At the end of my master's program, I imagine that many of my colleagues and I will adjourn in an online fashion such as this blog. Usually at the end of a course, we discuss with each other what we have appreciated about each others' feedback, as well as wishing them luck in their future endeavors. I see this being very similar to how I envision it at the end our our master's program, and hopefully with much more communication afterwards :)
Sunday, February 5, 2012
Conflict Management
This week, we've been focusing on Conflict Management. Since we all experience conflict in our lives, I recently had an experience that deserved some of the skills that we learned this past week.
As I teach Child Development at a high school, our first week of preschool was this week. However, a committee that I'm on was to have an all-day meeting on Thursday. When I first viewed the Outlook invitation, I thought that there was no way I could make it as it was the first week of preschool - only the fourth day. The preschool students nor the high school students would be in enough of a routine for me to not be there (even though a substitute would be present - but even they wouldn't know the routine). Because of my concern, I walked down to the principal's office and discussed the issues with him.
What I noticed during this conflict was that he listened to me. He understood my point on why I felt it was important for me to be present at preschool. Then, he asked what specifically it was that I felt uneasy about, and I replied that it was the arrival and dismissal of the preschool students. After I was finished talking, he then explained to me why it was important that I was at the meeting. Even though I didn't want to, I could understand why he wanted me there.
After having this discussion we came to the conclusion that I could be present for arrival and dismissal (and I would be late for the meeting in the morning and after lunch). He also suggested that I ask the retired teacher to come back in and supervise. Although it was four years ago that she taught, she was there for 35 years, so I was definitely thankful for his suggestion.
All in all, we each were able to actively listen to one another's wants and needs. Furthermore, we were able to compromise on these needs. I was able to be at the preschool when I wanted to, as well as be a part of the meeting. Last, his suggestion of having the retired teacher come back in to supervise helped me feel more at ease while I was gone. We each were able to leave the conversation feeling as though we had both been heard.
As I teach Child Development at a high school, our first week of preschool was this week. However, a committee that I'm on was to have an all-day meeting on Thursday. When I first viewed the Outlook invitation, I thought that there was no way I could make it as it was the first week of preschool - only the fourth day. The preschool students nor the high school students would be in enough of a routine for me to not be there (even though a substitute would be present - but even they wouldn't know the routine). Because of my concern, I walked down to the principal's office and discussed the issues with him.
What I noticed during this conflict was that he listened to me. He understood my point on why I felt it was important for me to be present at preschool. Then, he asked what specifically it was that I felt uneasy about, and I replied that it was the arrival and dismissal of the preschool students. After I was finished talking, he then explained to me why it was important that I was at the meeting. Even though I didn't want to, I could understand why he wanted me there.
After having this discussion we came to the conclusion that I could be present for arrival and dismissal (and I would be late for the meeting in the morning and after lunch). He also suggested that I ask the retired teacher to come back in and supervise. Although it was four years ago that she taught, she was there for 35 years, so I was definitely thankful for his suggestion.
All in all, we each were able to actively listen to one another's wants and needs. Furthermore, we were able to compromise on these needs. I was able to be at the preschool when I wanted to, as well as be a part of the meeting. Last, his suggestion of having the retired teacher come back in to supervise helped me feel more at ease while I was gone. We each were able to leave the conversation feeling as though we had both been heard.
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