Thank you EDUC 6357

I would like to thank my colleagues for their stories and input throughout this course. Being able to look at a situation in another pair of eyes has definitely been something extremely important throughout this eight week and will help me in the future. It also helped me realize that I need to be more optimistic. I definitely feel as I grew throughout this course and wish to take what I learned and apply it to my life and within the classroom. I want to continue striving to do my best to be a better person in this world.

Therefore, one goal of mine is to be able to work in a more diverse environment to allow me to understand various cultures. That way, I will be able to adjust my teachings to more than just one culture. By only working in one race and/or culture, then I am only obtaining one way of teaching, which may not always apply to everyone else. That is why we are considered to be different. I would like to continue doing my best to work on my curriculum and accommodate to the child’s needs.

Thank you again.

Seeing Diversity EDUC 6357: Wk7

“We Don’t Say Those Words in Class!” EDUC 6357: Week 6

Assignment:

• 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 (e.g., “That lady talks funny,” ” That man only has one leg!” “Why is that man so pretty!”). Include what the child said and what the adult did or said in response. (Note: If you cannot think of a specific time ask a friend or family member.)

Response:

Last year two boys in my pre-k classroom named “B” and “L” kept saying throughout the year that two other boys were related “A” and “K”.  Boys “B” and “L” were both white, while boys “A” and “K” were both darker complexions. “B” and “L” would say “they are brothers” and I would ask them why they thought that, to which they replied “because they look the same. They have the same skin and hair”. I had to ask them to not say that because they were not brothers and because it was not okay to assume something about someone. I had to explain that although “B” and “L”, the boys assuming that “A” and “k” were related,  looked the same, did that make them brothers? Their answers were no. After which I said “so why would you think that “A” and “K” are brothers? I would have told you if someone in the classroom was related to each other. However, no one is related. We are all just different and that is okay”. After that day, the children would ever so often say that the other boys were brothers. I did try going over differences and similarities among people as a large group rather than individualizing any children. From there they would try to compare themselves to others and it was pretty interesting to see them talk about it.

An anti-bias person may have handled the situation better than my assistant and I did. They possibly could have “encourage additional ways to expand the child’s experience of diversity, such as community activities and books that depict differences of various kinds” (Derman-Sparks & Olsen Edwards, 2010, p.36). It is possible that the children were not exposed to that particular culture and race, therefore assuming that those two boys were related.

Reference

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

Gender, Gender Identity, and Sexual Orientation

EDUC 6357: week 3

• 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 personally experienced a girl calling me a “tom boy” when I was younger. I would play video-games, basketball, catch, fixing things etc with my brother, my dad, and other boys. However, because of the clothes I wore, not many dresses and baggy jeans, and the activities I was interested in I was considered a “tom-boy”. “These ideas about what is and isn’t “normal” for a particular gender are powerful” (Derman-Sparks,  & Olsen Edwards, 2010, p.92). I did not see anything wrong with the activities I participated in because I wanted to be around my father as much as I could. My mom would dress me in dresses to go to church on sundays, so it was like I got the best of both worlds.

• Any other related situations, thoughts, concerns, questions, and/or areas of discomfort you would like to share related to children, gender, and sexual orientation

An interesting question was raised to me last year by a parent. After dropping her child off in the classroom she asked to speak to me. She started the conversation “I dont think you do but…” and it got me really nervous of what she would say next. She continued her sentence by explaining “I was with my friends yesterday having coffee, who have kids too, and we were just talking. One of them mentioned that her daughter is learning about homosexuality, LGBT. I believe she is in second grade. I was just wondering if that is something you teach in your class”. To be quite honest, I was a little thrown off by that question, so all i began to say was “no we do not, I’m sorry” and I began to think she would be upset. She then said “okay good because is something I personally want to talk to him about”. I explained to her that I tell children that not all families are the same and thats okay. I told her the farthest I would explain to four & five year olds are that there can be two moms, two dads, one grandmother, no sibling, etc. I also explained I rather parents speak to their children about it so there is no misunderstanding between each family.

 

Reference

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

EDUC 6165: Professional Thanks

(week 8 blog)

I think communication is definitely something that is essential in life and human interaction is needed to release our feelings, share our thoughts and ideas or just even wanting to relate and speak to someone.

I would like to thank all my colleagues for their support throughout this course. This was definitely interesting course because we may know how to communicate with one another, however, this made me view communication in a different way. Especially since we communicate with our colleagues in our discussions and blogs throughout our journey. I wish everyone luck as they experience new journeys and I am sure that I will encounter some of you on the rest of my journey.

 

 

The Five Stages of Team Development

 The Five Stages of Team Development (Tucker’s model):

1) Forming – introducing each other, figuring out roles & goal(s)

2) Storming – conflicts may arise because of the roles given or not given, ideas not being heard or used, “begin to disagree on goals, tasks, and cliques, and other competitive divisions may even begin to form” (O’Hair, Wiemann, Mullin, & Teven, 2015, p.248)

3) Norming – The team comes together and “during this stage, group roles also solidify based on individual member strengths, and a leader may emerge” (O’Hair, Wiemann, Mullin, & Teven, 2015, p.249)

4) Performing – Everyone works toward the goal by combining ideas and their skills

5) Adjourning – After accomplishing the goal(s), members will reflect on the positives and negatives of working within that group. They will then decide whether or not they should continue working with that group in the future.

I always thought it would be hard to say goodbye to my high school friends because we were so close. Sadly, not far from attending college, we stopped talking more and more each day. It was kind of hard to grasp at first because I have known them for 4 years and did not believe it would just drop that easily.

However, now working with my co-workers may be the hardest thing to leave because of the bond we share. At the end of this school year, one of the teachers left to go back to her home town. Although it has only been two years that I got to share with her, I cried on her last day. It was very hard to say goodbye to someone who became my friend, who shared ideas with me, who confronted in me when she needed help in making a decision about the classroom and/or personal life. It will also be very hard to leave the rest of my early childhood group because of how well we work together. Although we are different ages, I believe it actually helps us because of the various experiences we have had.

 

 

Reference

O’Hair, D., Wiemann, M., Mullin, D. I., & Teven, J. (2015). Real communication (3rd. ed). New York: Bedford/St. Martin’s. Chapter 9, “Communicating in Groups”

Educ 6165 week 5: Conflict

There was one time in my early childhood group, we had a disagreement about Easter. I was not explaining to the kids what Easter was for my curriculum.

I thought it would be ok to dye eggs as a science experiment for the kids, not necessarily for Easter. For instance, showing them how the eggs absorbs the colors, predicting if they will mix on the egg etc.

However, one the other teacher from the other classrooms came to talk to me in a very upset way about it. She just went on to explain that she did not know me and the other teacher were going about this (meanwhile we thought she was going to do it), how it looks bad because we are not on the same page, and that it can bite us in the rear for even attempting to dye eggs. She did not really let me say anything because she was upset and left.

I felt a little belittled at that point because I do go for her for guidance and insight. I just felt as though I insulted her by doing something that she was not aware of, instead of working unison. I thought she would not really talk to me a lot anymore and that this actually would bite me in the rear. It just made it seem like I messed up completely.

later that day she came to apologize and explained why she was upset. She believed that  it was not okay that we were “celebrating” Easter when we are unsure if everyone condones celebrating that holiday. She thought someone would complain about us not considering everyone when making craft (for instance, we have to be careful when we make things for mothers or Father’s Day. We have to be careful. If not then we make sure they have grandparents).

 

 

Who I am as A Communicator

EDUC 6165-Wk4

Assignment: how I evaluated myself as a communicator v.s. how others evaluated you.

My Results 

• Communication Anxiety Inventory:  – elevated- “feeling uncomfortable in several communication contexts”

This does not surprise me because I do not feel comfortable in large public speaking places. I freeze up and begin to forget everything I had to say

• Listening Styles Profile: – people oriented

I do like to be around family and friends that I know. I also do small gestures to people I may pass and not know, such as smile or say good-morning.

• Verbal Aggressiveness Style -moderate- “You maintain a good balance between respect and consideration for others’ viewpoints, and the ability to argue fairly by attacking the facts of a position rather than the person holding the position”

I do find this surprising because sometimes I do feel myself attacking the other person unfairly.

Their Results

Their results were the same, however, our numbers were different. I did find it interesting that others view me the way I view myself. I do not really hide my feelings or anything so I guess people I know can see that. I wonder if people I do not know can see just as much as they do?

Communicating Differently with Different Cultural & Groups

Assignment: Think about the cultural diversity you see in your colleagues at school, in your neighborhood, in your workplace, and also, possibly, within your family. Consider all the aspects that make up culture, including race, religion, political affiliation, sexual orientation, varying abilities, and so on.

• Do you find yourself communicating differently with people from different groups and cultures?
• If yes, in what ways do you communicate differently?
• Three strategies to communicate more effectively with people or groups

I do find myself communicating differently with different cultures and groups. I think we unintentionally do this because of what we assume we know about those cultures and groups of people. For instance, I was always so afraid to curse in front of my parents or call them by their first name. My dad did not ever like me calling him by his first name, I guess because it was a sign of disrespect to him.

Another example is when we change our tone of voice. For instance, when I speak to a representative to help me with my credit card or an order, I speak calm, proper, and clear to make sure everything. Another example would be how we speak when we are around gay and lesbians. Sometimes you feel if you say something it will offend them in some way

Three strategies to communicate more effectively with people or groups:

1. I believe we need to really try to understand one another. “Social decentering is a cognitive process in which you take into account the other person’s thoughts, values, background, and overall perspective” (Beebe, S. A., Beebe, S. J., & Redmond, 2011, p.111).
2. Try to not say anything offensive, judgmental, or make assumptions.
3. Listen to one another and share things about yourself as well.

Reference

Beebe, S. A., Beebe, S. J., & Redmond, M. V. (2011). Interpersonal communication: Relating to others (6th ed.). Boston, MA: Allyn & Bacon.Chapter 4, “Interpersonal Communication and Diversity: Adapting to Others” (pp. 85–114)

EDUC 6165–Verbal & Nonverbal Communications

No Sound

I decided to watch a show called “How I Met Your Mother”. The show started off in an apartment with two people in the bathroom and two people outside the bathroom door trying to listen in. The two in the bathroom come out and kiss then the girl leaves. The couple, who was outside the bathroom listening in, gave the guy a high five and spoke to him. The guy smiles but walks away.

Assumptions — I assume that the two in the bathroom were fighting and the two outside the bathroom were listening in. It looked as though they made up and she had to go. The couple, who was listening in, seemed happy for him. But the guy looked kind of sad and walked away as if he was not happy with what happened.

The scene then cuts to three weeks later where three guys and one girl, are at a bar and a lady joins them at their table. The girl who came with the guys grabs the guy’s arm and smiles while talking to the girl. The guy smiles and the other two men are weirded out by something said.

Assumptions — It seemed as though they were relaxing at the bar and then this girl joins them. The lady who is in a relationship holds on to her boyfriend as to remind the girl like “yeah he’s mine” (sorta)

It then cuts into the couple being home and the guy is ready to go somewhere but the girlfriend does not seem to want to go. One of the guy is in the bar and walks up to a girl, seeming confident, who happens to be the girl who joined them before. When he finds it is her he gets upset, however, they still talk to one another. Then the last guy is in a cab with a girl and go home together.

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Sound

             The couple in the bathroom just met and are taking things slow. I thought they were in the bathroom trying to resolve a conflict that occurred. However, since they just met and were in there for two days, the other couple asked him if he got her number and he says no.

3 weeks later—in the bar the three guys and the girl talk about how the guy needs to wait three weeks for sex. The random girl comes over to tell her friends that something got canceled so she can hang out with them tonight but the guy said he had a date with the girl he just met, the couple says it is their nine-year anniversary—while holding his arm. The couple says they are going to the maple syrup harvest and the other two guys make a face like that is a stupid get-away trip for an anniversary.

The couple is then home and the guy is telling his girlfriend if she is ready to go. They give reasons why not to go and decide to stay. The girl who joined them at the bar earlier is on a date with a girl and teaches the guy, her friend, to see what the girl looks like by looking in the bar mirror. The last guy is in the cab with the girl and they are talking about having sex in a week. The guy plays it off like he did not know and girl says, “oh c’mon”. She remembers she would not be around on the 18^th so they decided to have sex tonight.

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Overall Assumptions

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

By the looks of it, I guess there is one couple and one guy who live in one apartment. There other guy friend is trying to find someone to get with. These friends also seem like they tell each other how it is because of the face expressions. While one says something with a smile another makes a weird reaction to it.

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

I do not know this show at all. Therefore, I do believe if I knew the show better my assumptions would be more correct.