Final Post and I'll be seeing you...

I feel I have learned so much from this program through Walden. I never realized the depth to which my eyes and mind would be opened when I entered this program. A few things I feel that have impacted me the most have be the anti-bias work, the importance of advocating for what you believe in, collaboration and communication with not only professionals in the field, but with families, business leaders, and people from around the world, and finally using research to support information you provide. I have found that all of these things make me a better person and professional.

 

One long term goal I have for myself is to implement a parental involvement program at our school. I feel that we need something that can boost our parent involvement while helping staff members and families understand that we can support each other.

 

I would like to thank all of my colleagues and professors, especially Dr. Dartt, for their support, encouragement, feedback, and general well wishes throughout this course. I am so glad to have met all of you and work together with you to achieve my Master’s in early childhood education. I wish you all the best and hope that we can continue to stay in contact in the future. We have made some great partnerships and friendships over the past year and a half!

 

One of my all time favorite quotes... It's hanging on my wall at my desk.

 

You can contact me through my email cnhuntsberger88@msn.com

If you would like my phone number send me an email and I will get back to you. :)

 

International Organizations

As I researched international organizations and read about their missions and goals, I found 3 that I felt would pertain to my challenge of parental involvement and help my community of practice.

 

1. The first organization that appealed to me was the United Nations Education, Scientific and Cultural Organization. This organization appealed to me because part of the mission is to support and advocate for partnership. In parent involvement, partnership is a key element. Through my research of this organization, I discovered that there are various career opportunities such as External Candidates, Geographical Mobility, Interagency Opportunities, Project Appointments, Short-Term Opportunities, Consultants/Experts and Internships. One career that appealed to me was the professional staff, information and communication position. I think this would be a good fit for me the position would allow for opportunities to advocate for parent involvement.

2. The second organization that appealed to be was the International Step By Step Association. Pillar 3 of the programs and services focuses on “ensuring greater support for an inclusion of family, as well as community participation in young children’s development and learning” (ISSA, n.d.). It was extremely difficult to find careers through this organization. As far as I could tell, there were no links to careers or job opportunities, just membership. After reading the “what we do” section, I am assuming that they have jobs in advocacy in informing the public and influencing policies, developing resources for practitioners who work with young children, attaining new organizations for the network, piloting and evaluating programs, and strengthening alliances (ISSA, n.d.). The one that would interest me the most would be piloting and evaluating programs that pertain to parent involvement.

3. The third organization that appealed to me was the Organization for Economic Co-operation and Development. This organization offers a resource called “Starting Strong III - A Quality Toolbox for Early Childhood Education and Care” (OECD, n.d.) which offers a policy section on engaging families and communities. I think this would be beneficial to my COP because engaging families and communities is an important part of parental involvement. Some current vacancies include production editor, project implementation coordinator, and policy analyst. The one that appeals most to me would be project implementation coordinator. I think it would be interesting to be the one who coordinates the implementation of a new project, especially one geared towards parent involvement.

I believe that in order to competently fulfill each of these roles, you would need excellent people skills, organizational skills, collaboration and cooperation, assertiveness and understanding, as well as a general competency of how each organization works and their goals or missions. You also may need some administrative experience and experience in working with a diverse group of people, small and large groups, and the ability to speak well in front of others. Experience in working with educators and families of the children served would be important as well.

References:

International Step By Step Association. (n.d.). Retrieved November 28, 2011, from http://www.issa.nl/index.html

United Nations Education, Scientific, and Cultural Organization (UNESCO). (2011). Retrieved from http://www.unesco.org/new/en/unesco/about-us/who-we-are/introducing-unesco/

 

Organization for Economic Co-operation and Development (OECD). (n.d.). Retrieved November 28, 2011, from http://www.oecd.org/home/0,2987,en_2649_201185_1_1_1_1_1,00.html

National/Federal COPs

In my search for National/Federal organizations or communities of practice that appealed to me, I found a few. The first organization is actually a person. He was recommended to me by a Walden colleague. Dr. Robert Evans is an Executive Director of the Human Relations Service in Wellesley, MA. He works to help schools to make improvements.

The next organization is called Head Start. It is a nonprofit organization that works to provide early childhood education and family development for low-income children and their families in our county. I previously chose Head Start as a local COP as well, because there are a few Head Start schools in my area. With my position as a teacher at a title-one school, many of the students we have come from head start. I also think they would have knowledge of resources, intervention, and other early childhood advice to offer. Job opportunities include director, assistant director, teacher, and volunteer.

The last organization I have chosen is NAEYC. There is a NAEYC affiliate in my state, MD, but for some reason the link is not working. I think that having a NAEYC representative from my state would be very beneficial to my COP. NAEYC is an excellent resource for educators, parents, and the public. There are also opportunities to work for NAEYC, such as teacher, director, professor, and more. The only one in my state is a teacher position for a charter school that is focused on small schools that integrate the arts. Although I would not be interested in this position, I’m sure there are many benefits to it. I have never worked in a charter school, but it seems that the goal of the school is to have parent partnerships while teaching through the arts. The parent partnership definitely intrigued me.

In my opinion, for all of these positions, you would need to have experience in the classroom setting as a teacher. If you don’t have experience as a teacher who works with the children and their families, I think it would be difficult to make decisions that hold the early childhood knowledge. Degrees are important, but experience can give you more of an understanding of what the job is really like. I think you would also need some degree of administration experience, especially if you’re going to be the department head or director. Working with families and collaborating with other educators would be important skills as well.

Community of Practice Organizations

In my search for community organizations that appealed to me for communities of practice, I found a few that I was interested in. The first one is the Citizen’s Advisory Council for our county. The CAC is a parent involvement committee that works to provide support for the schools, their students, and families. It is based through our Board of Education in Washington County, MD. To become a member you must apply and be accepted. I believe there is no pay, but job opportunities would be to be a chair or head of the CAC.

The next organization is called Head Start of Washington County. It is a nonprofit organization that works to provide early childhood education and family development for low-income children and their families in our county. This organization appealed to me because of the fact that it is supporting early childhood and the low-income families in our area. With my position as a teacher at a title-one school, many of the students we have come from head start. I also think they would have knowledge of resources, intervention, and other early childhood advice to offer. Job opportunities include director, assistant director, teacher, and volunteer.

The last organization is called the Maryland State Department of Education Division of Early Childhood Development. This appealed to me because I believe that being the office for our state, they would have resources, knowledge, and advice, and most likely meetings that would be held. The DECD has six branches within it, including the Early Learning branch and Collaboration and Program Improvement branch, to name a few. I believe that jobs would include being the head of the Division, or one of the branches, as well as Education Supervisor or Specialist, and Human Services Specialist. I’m sure there are more, but they are not listed as opportunities right now.

In my opinion, for all of these positions, you would need to have experience in the classroom setting as a teacher. If you don’t have experience as a teacher who works with the children and their families, I think it would be difficult to make decisions that hold the early childhood knowledge. Degrees are important, but experience can give you more of an understanding of what the job is really like. I think you would also need some degree of administration experience, especially if you’re going to be the department head or director. Working with families and collaborating with other educators would be important skills as well.

I am really happy that I found these community of practice organizations and feel as though they would be helpful and beneficial. 

Reflecting

Over the past 8 weeks I feel I have learned a good bit about helping children develop positive attitudes towards diversity and learning how to have an anti-bias attitude. What hits home the most for me is helping children understand each other's differences in a respectful manner. We all have different cultures, lifestyles, and ways that we do things, and children need to have the confidence to know that their way is ok. They need to develop the empathy and understanding towards others, to help become anti-bias. My hope is that I can, through my daily work as a teacher, help guide children onto that path. If we start with young children now, we can hopefully have a much more understanding, empathetic, and productive world in 10 to 20 years, because these children will be confident in themselves and help build confidence in others as well, instead of trying to bring them down.

I appreciate all of the feedback, comments, and discussions with classmates over the course of these past 8 weeks. Thank you all for sharing your thoughts, feelings, and ideas so openly. Goodluck in the next (or last!) course!

Eastern and South Africa

·        Share with your colleagues the area of the world you chose and why.

First off, I found this part of the Unicef website difficult to navigate to find the information I needed. Also, I couldn’t find the “Regional Office Website” link that is in the assignment directions. So this was a frustrating assignment for me. I chose to explore the Eastern and South Africa Region because I don’t know much about it.

·        Describe in detail some of the challenges that children in this region of the world are confronting.

Children in this region face many challenges. “The key challenges facing poor children in this age group are survival, transmission of HIV in the neo and post-natal period, and for those who survive, nutrition and cognitive development” (Unicef, n.d.). Children under 5 years old have the highest death rate, mostly caused by malnutrition (Unicef, n.d.). These children also lack the resources to receive the early childhood intervention and health care that they need in order to survive or become healthy. Many children become orphans because their parents die. “Social protection has a role to play in promoting access to early childhood development programs for poor and otherwise very vulnerable  children, such as those who are malnourished or whose caretakers have poor nurturing skills” (Unicef, n.d.). Poor children in middle childhood “do not get a chance to go to school or that they do not go long enough to acquire the basic skills and competencies needed for work and life” (Unicef, n.d.).  Children who come from wealthier families are more likely to attend school and girls are less likely to attend school than boys. “Although more and more children are getting a chance to attend school, a significant share enter late, repeat grades and leave without completing the five years of primary school believed to be the minimum for sustained literacy and other competencies” (Unicef, n.d.). Regular attendance in school is also an issue, and “many schools fail to provide protective environments for children and that girls are at risk of sexual abuse by teachers and others” (Unicef, n.d.).

·        Explain how these experiences might have an effect on children’s emotional well-being and development.

These challenges cause stunting in growth and high rates of underweight and low birth weight (Unicef, n.d.). I think that these experiences for children who do survive, very much negatively influence their social, emotional, and cognitive well-being. Children are most likely living in more of a survival mode, and priorities are not school, learning, or becoming a productive child or adult. Priorities are mostly likely finding food, and children probably spend more time being ill than healthy. “Poor families have less access to health facilities and quality health care, and tend to live in environments that predispose them to illness and death” (Unicef, n.d.). The fact that children drop out of school, or do not attend school regularly, influences their ability to perform basic skills needed in order to hold a job and make a living. These children are also probably more likely to engage in sexual behaviors leading to HIV or other illnesses, abuse, exploitation, and become pregnant at a young age.

·       Include a personal and professional reflection. Explain the insights you gained and the influences they may have on you as a person and as an early childhood professional.

It really was eye opening to find this information and realize the struggles and challenges that these young children face from birth and on. These families and children lack the health care, nutrition, leadership, protection, support, resources, and schooling that they need in order to become healthy, functioning adults. It reminds me of the Ebola outbreak in Africa that is happening right now. If the resources and protocols, security and health care is not available, it will continue to spread, just like the challenges these poor children face each day.

References:

Information by country | UNICEF. (n.d.). Retrieved October 18, 2014, from http://www.unicef.org/infobycountry/.

The Topic of Sexualization

My reaction to the topic of sexualization is one of sadness and disgust. I have heard stories of children at my school who have said sexual things to another or acted in a sexual way. I have watched students dance provocatively and girls harass other girls because they are not “pretty” or “sexy”. It is not a surprise to me because I have heard and seen these things.

As I have watched TV I have seen commercials for children and teen Halloween costumes and clothing that were very provocative. For example the Bratz Halloween costumes for young girls have short skirts and low cut tops with stockings and heels.

In the movie “Mean Girls” the little sister of Regina, the “Plastics” leader, dances and lifts her shirt up to a Girls Gone Wild Video on the tv. The mother of Regina is also very sexual, and so are the four main teenage girl characters in the movie.

At school last year, one of my former students told a girl in his class that he wanted to have sex with her and touch her “boobies”. He was a student who seemed so innocent and hearing of this completely shocked me.

At school, the students would get a reward called a Wii Dance Party. Someone brought in the Just Dance dvds to use. As we scrolled through a song, many kids yelled to stop at a particular song, I think it was by Nicki Minaj. As we started to dance to it, we suddenly realized the dancing was not appropriate at all. It was very sexual and provocative, with gyrating and touching the body. We made it a point to let admin know about it, but it amazed us how many Kindergarten girls already knew to dance like that. One girl in my class was singing the song, with the “bleeps” and everything.

I think that sexualization in early childhood teaches children to hold unrealistic expectations of themselves and of others. I think it also makes children more aware of appearance, and attributes to lower self-esteem and self-worth. “These lessons can seriously harm their ability to grow up to have healthy attitudes about themselves and their bodies and to have caring relationships in which sex is an important part” (Levin & Kilbourne, 2009). I think children also learn to identify themselves more with sexuality rather than other good qualities, and it becomes part of their identity. Some girls are probably more likely to solicit themselves to have a boyfriend, for sex, or any kind of partnership that makes them feel better about themselves in a sexual way. This could result in poor choices in relationships and future mates. Some girls may even end up having eating disorders, depression, or take a path into drugs and alcohol or other illegal activities. “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).

This article and discussion of this topic has helped me to realize what young girls and boys are seeing, hearing, and trying to understand in their growing minds and bodies. It has made me more aware of the harmful messages that are being sent to these young children and to pay more attention to materials in the classrooms and schools, on videos and websites that we show. I have also realized the importance of helping children develop that healthy self-concept in terms of gender and confidence in their appearances, personality, and everything that makes them the individual they are. I am interested in finding a way to help parents realize the same, so that they can help their child understand and work through any confusion/issues they have. I know that some parents play music videos and songs in front of their children that are not appropriate, and it would be interesting to hear their take on this as well.

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

Isms Impact on Teaching

Growing up in a white middle class home and area, I don't feel that I experienced many isms, but one that does stick out it classism. As I got older, into middle and high school, I was not a part of the "cool" groups, and in elementary and middle school I didn't play sports so I wasn't a part of any sports groups either. I can remember begging my mom for the "name brand" clothes such as Tommy Hilfiger, Hollister, American Eagle, and Abercrombie. I can remember being made fun of for having clothes from K Mart and random stores in our mall like Sears or JCPenney. Basically my parents weren't rich enough to buy me the name brand clothes, so I wasn't cool enough to be friends with certain people. Today I'm actually thankful that I didn't have those things because as I've grown I've realized what really matters in life. Looking at those "cool" kids now, and thinking about where I am in my life, those cool clothes and high class kids aren't any better than I am. 

I think that classism, or any kind of ism can influence your teaching. We can become less tolerant of the ism, more irritable, angry, emotional, or impatient. This definitely could influence your students because they can sense your mood and mood changes. They can tell when you like or don't like something. I am a very emotional person and I don't hide my feelings well at all. My students know when I'm sad, happy, excited, angry, dissapointed, because it's on my face immediately. In regards to classim, I think I tend to be more sympathetic and understanding to kids who don't have much or don't come from wealthy homes, which is 90% of my class, teaching in a Title One school. I think I have a very low tolerance when it comes to kids making fun of other kids in any way, whether it's appearance, clothes, money, etc, because I know what it's like to be made fun of or belittled. I have learned that instead of showing that low tolerance, it's better to talk to the students about how that makes them feel, helping them try to empathize and learn how to treat each other with respect. 

Communication with Children

As I was sitting in the park the other day, I overheard a mother talking to her toddler about feeding the ducks. The mother explained how to tear off a piece of bread and toss it into the water. The toddler listened, but wanted to get out of her stroller and throw the bread. The mother explained that she needed to stay in the stroller and couldn’t get out. The toddler listened and threw the piece of bread while sitting in her stroller. She then exclaimed that she wanted more bread, and so the mother continued to help her tear a piece off and feed the ducks. The mother talked to her about the ducks and what they were doing, how they were coming up to the side walk and swimming across the water to get the food.

I think this mother did a nice job communicating with her child, especially as she explained specific things, giving the child more information. It would have been nice to hear the child talk more, maybe to see what would come up if mother didn’t explain certain things. Would the child ask questions? Would the child say things that could lead to more conversations?

I do believe that the child could have felt more validated if the mother would have praised her for staying in her stroller and not trying to get out or argue about it. I also feel like the child’s self-esteem and independence could have been positively influenced if the mother would have let her out to walk around. (Although I understand why, because the sidewalk is right beside the water and the child could fall in which is definitely not safe.) But maybe they could have taken a few steps back and sat on the edge closest to the grass to feed the ducks. At that point the ducks may have come onto the sidewalk which would have allowed for more interaction and conversation from the little girl.

The biggest thing that has stuck with me from the readings this week is the statement about “stepping back” and really taking time to listen to the child. “Stepping back became a strategy that helped me listen with an openness that allowed me to hear unexpected meanings in what children shared with me” (Stephenson, 2009). I feel that by “stepping back” you can receive messages that you would not have otherwise heard or noticed because you were busy multitasking while trying to listen to a child. I am guilty of this and actually have found myself just agreeing and not even realizing what I am agreeing to until I truly stop to listen. I think good communication with children requires attention and listening with an open mind, instead of assuming that a child is going to say this or that.

References

Stephenson, A. (2009). Conversations with a 2-year-old. YC: Young Children, 64(2), 90-95. 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=37131016&site=ehost-live&scope=site

Family Child Care Home

Family Child Care Home

In my home I would have an indoor and outdoor play/exploration area. The indoor would have carpet, flooring, tables, chairs, kitchen eating area, quiet/calm down area, nap area, bathroom area, library area, and learning/sensory centers.

I would include pictures of the families and children from home and at the care center and a schedule for reference. Posters and toys of various racial and ethnic  groups, as well as various jobs and careers, playing or spending time with family, various kinds of families including heterosexual, gay/lesbian, single parent, other caregivers are also important. Pictures and toys that show history and our future, ie presidents, famous people, etc would show children different ways of life then and now. I would also include games, books, puzzles, dolls, posters/pictures and toys of feelings and emotions, and other educational toys that help children interact and work/learn together. I really liked Adrianna’s idea of having a share area, will children can bring something special that tells about them or their families and it stays on the wall for the week/month and then changes for new children to have a chance to share. I also liked Adrianna’s idea of the communication board, where families can communicate information to me that they feel is important for me to know about their child/family.

I think that in order to connect with families and make them feel welcome, it’s important to have those pictures of the families in our groups. I think it’s also important to invite the families in for special activities and be involved in our program. Helping families to connect with each other is important as well, so having that family time is going to make them feel more comfortable.

As I was reading and thinking about what my family child care home would look like, I read the statement “What children do not see in the classroom teaches children as much as what they do see” (Derman-Sparks, & Olsen Edwards, 2010) and that spoke volumes to me. Much of what we learn comes from our environment and experiences, so it’s important to create a diverse learning environment for the children in your program. I believe that all of the setting, the structure of the program, and all of the things included will help children to learn in a diverse setting, which will be the first step in creating an anti-bias community.

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).

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

Week 8

One hope that I have for working with children is that I can remember to consider their family/home life and backgrounds. I tend to generalize with my students with all of the craziness that a school year brings. When I have students with not so good behavior, I immediately think about how bad they are and forget to consider where they're coming from. These past few days, meeting my new students, I was better with that, and reminded myself that these students may have things going on at home that I don't know about. I think it's important to remember that and get to know them and their families.

One goal for the early childhood field would be to continue to work anti-bias curriculums into classrooms and centers, teaching children to be anti-bias and helping teachers handle bias/discomfort situations. I think this would truly help make our future and our world a better, more civil and understanding place.

I'd like to thank all of you for your kind words, feedback, questions, comments, and just sharing of thoughts, ideas and opinions. As always, I love learning from you and with you! 2 more classes to go!

Diversity Poem

Hello all! Not my best but it will do... Here's what I've learned about Diversity:

Diversity

We all feel joy,

We all feel pain,

We all are different,

Yet all the same.

Some come from broken homes,

Some walk the streets alone.

Some live a healthy life,

Some don't have to live in strife.

No matter our skin color, religion, or town,

We all help make the world go round.

We're human beings and it's easy to see,

I'm like you and you're like me.

-Caitlin

We don't say those words!

• 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.)
• What messages might have been communicated to this child by the adult's response
• An example of how an anti-bias educator might have responded to support the child's (or classroom's ) understanding

I was recently having dinner at a friend's house when her husband began to explain how their little 4 year old girl called a lady "fat". They were at Chic Fil A and the little girl noticed the lady at a table near them. She began to tell her dad, "look at that lady! she's big! she's fat! why is she fat daddy?" The dad, feeling embarrassed began to motion a cut it sign, where you take your hand across your neck as if to say "cut it out" or "stop". The little girl didn't understand and continued asking. Finally he said, "honey stop it and be quiet and eat." He explained that by this time the woman was angrily looking at him and he didn't know what else to do. 

I think the message communicated was that the word fat is a bad word, or that talking about someone being fat was a bad thing. I can understand the embarrassment, you never want your child to call someone that kind of name, but at the same time, being four years old, she was just explaining what she noticed and being honest.

This has happened to me during a class discussion about a robin character. The little round robin was round, and we had to use other words to describe it. Some kids said chubby, others, said fat, chunky, etc. One little girl became very upset and explained to the class that it's rude to use the word fat, and you should use a nicer word. We discussed how that word could hurt feelings, and that maybe we could say large or big, or even round. As an educator, I think it's difficult sometimes to explain to children that some words hurt feelings even though you're using them to describe something. Children naturally and honestly describe things they notice, and when it happens, I think it's important to acknowledge it and move on, and at times you may have to discuss more deeply.

Seeing Diversity Wk 3

·         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:

If someone would suggest that inclusion of books depicting gay or lesbian families in my classroom or early childhood center, I would explain to them that I hear what they are saying, however we want all children to feel at home and welcomed, and we want all children to learn that families can be diverse and some of their classmates may have families with two moms or two dads, just like some families have one mom or one dad, or grandma and grandpa taking care instead of mom and dad. Including books about various families will help children develop a positive identity and help those who are not experiencing that kind of family, to understand and acknowledge it, and also to prepare them for when they could meet a family different from theirs.

·         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)

When I taught First grade two years ago, I had a student who exclaimed to another boy, “Ew, don’t hug other boys, that’s gay!” When I overheard him say it, I immediately went over and asked what was going on. When he explained that his classmate hugged another boy and that it’s gay, I said, “Well, I know that as friends in this class, some of us like to hug others and that’s ok. It is not ok for you to call someone names or say something to hurt someone else. What do you think gay means?” He shrugged his shoulders and said, “I don’t know”. I then said, “ok, then, it’s fine if he wants to hug his friend, as along as his friend is ok with it, get back to work please”. I think this definitely influenced the other two boys, because as friends they liked to support each other and in my classroom it was always ok to give hugs as long as you ask the other friend first. My hopes are that it positively influenced all 3 boys, showing them that it’s ok to be affectionate and caring towards friends and people you like, boy or girl. I just always emphasized the asking first, because some friends may not want to be touched or hugged. I hope that it also influenced them by showing that the term gay is not a bad term when used appropriately, but when using it to make fun of others, it’s not nice.

Week 8 of Communication and Collaboration

I would like to thank everyone for following my blog and responding thoughtfully over the past 8 weeks. It is always great to read yours responses and blogs, and I appreciate any feedback you have given! I know our courses are going to take us down different paths next week, but it would be great to stay in touch! I know some are going towards the Administration path and I wish you the best of luck on the rest of your journey! I am heading down the Teaching and Diversity Master's path, so if anyone is willing to reconnect and work together you can reach me through our walden email or my google email sweetandsmilie88@gmail.com. I will exchange phone numbers through there. Thanks and good luck!!!! 

5 Stages of Team Development

In my opinion, the groups that are hardest to leave are the groups where norms are established and trust is strong. Of the four years of my teaching career, not one year have we all had the same people on our team. Each year it depended on how strong and close our team was. Last year, although there were many conflicts on our First grade team, we worked together and made it through. At the end of the year, we all went out to dinner together and had drinks, talking about the year and sharing stories. When playing softball, I think my senior year was the hardest group to leave. We had been together for four years, and we had such a great morale. After our last game we all went to one of the player’s houses for a pool party and had a blast together one more time.

I have already thought about what it will be like after my current course, when some of the colleagues I’ve talked with and gotten to know, will be in different classes because of their program of study. Because we don’t live near each other or see each other, I think it will be a different kind of closure. I’m not sure it will be as “personal” or true “closure”. I believe that through social media and other lines of communication we will continue to stay in touch. Adjourning is important because it helps bring our time together to an end so that we can start fresh and new, continuing on our journeys together or with other people. I am reminded of my small group of “best friends” from elementary, middle, and high school. We eventually parted ways, and although all of the adjourning stages were not how I expected, I think there was a reason for it; so that we could move on to bigger and better things.

Conflict Resolution and Strategies

• Think about any disagreements, or conflicts, you have recently experienced or are currently experiencing at work with a supervisor or colleague, or someone in your personal life. Share at least two strategies you have learned about that might help you manage or resolve the conflict more productively, and why these strategies might be effective. For example, could you suggest a compromise? Could you look for a broader range of solutions to your disagreement? Could you use some of the principles of nonviolent communication or the 3 R's to better help you resolve this conflict?

One of the first conflicts that comes to mind is the disagreement I had a few nights ago with my husband over spending money. I immediately went into defense mode because I felt like I was being attacked. One thing I could have done better would be to stop and think of a way to solve the problem, rather than verbally attacking back. This did not solve the problem was not productive at all. Later on, I mentioned that we should go back to a budget and stick to it, and he agreed. "By skillfully working through conflicting ideas about how to solve a problem or reach a goals, we identify the best courses of action" (O'Hair & Wiemann, 2012).

Another conflict came about this week with my 5 other colleagues on my Kindergarten team, but I'm going to describe this as more of an on-going issue because it has been this way for the entire school year. To sum things up, I, being new to the team, avoid conflict and disagreements as much as possible. There have been many times when I separate myself from the team, because I do not want to be involved and see it as "drama". In doing so, I have realized that although separation can be a good thing in certain situations, it can also negatively impact relationships if communication is not made. I have not communicated my feelings of being "overlooked" or "left out" or "thought of last". I feel as though many decisions are made, things are planned or said, and the one teammate and myself are not informed until last minute if at all. I feel like this is because we have "separated" ourselves a bit instead of communicating how we feel. There seems to be a power-struggle between the team leader and the previous team leader, and our other two teammates are mixed up in that as well. We do our best to communicate things and compromise, listening to other's ideas and opinions, however we feel like we're in a lose-lose situation. I feel as though I do my best to use cooperative strategies as much as I can, but both the team leader and previous team leader always overrule or give their opinions against what I/we say. It's getting to the point where I'm not sure what else to do.

Does anyone have any other suggestions as to how I could have responded or how I can help manage conflict on our team and communicate better? I would love for you to share your input.

References:

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

Communication Evaluation

What is the one thing that surprised you the most? Why? 
One thing that surprised me the most was that between all three tests there was only one section where the score was different from mine. In the Verbal Aggressiveness, my mom and I both got around the same score, where as my husband's score for me came out differently.

What other insights about communication did you gain this week? 
I have realized that to communicate effectively there are many things you need to do and ways to interact and communication can positively and negatively influence your relationships with others. 
I have also realized that how we perceive ourselves and how others perceive us can be so different. I think it also depends on how well they know you. When first meeting someone, communication can be unclear or misunderstood because we all communication things in different ways. On the same hand, it can still be foggy with someone you know well. My teammate and I always laugh because we share our ideas, and we think we're speaking differently but then after much conversation and debate, we are actually trying to say the same thing, we've just chosen different words and a different way of presenting it. Communication can be difficult, but if you find ways to be effective, you can get your ideas and opinions across to others.

Different Communications

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

When I think about communication in my life, I believe my communication does differ depending on who I am talking to. When I'm at home with my family I am myself, I let loose, I'm not afraid to express my opinion and ideas. I listen, give advice, and act silly. When I'm a work, I am myself, but definitely more professional and not as eager to share my opinions or speak my mind to colleagues. In regards to my students, I feel I can be myself more with them but I do communicate in simpler terms that I know they will understand. I also try to be very patient and model what it's like to live the "Golden Rule". I also don't mind laying on the floor with them and teaching or acting silly. My co-workers don't always see that silly or "let go" side of me. When I am communicating with people older than me, I try my best to be mature and act my age, rather than the silly, somewhat childish things I do with my Kindergarteners. (Those who know me well, know I'm young at heart.) I think that for everyone, you communicate differently. Some people need more detail, and some less. Some need touched or stronger eye contact where as others can communicate while doing other things. For me, it just depends on who I am talking to.

As I watched an episode from The King of Queens tonight, I learned that facial expressions can say a lot about the way someone may be feeling, but can also be misleading. I also learned that the way in which someone is behaving, doesn't mean that they are necessarily feeling a certain way. Using eye contact is important when you want someone’s attention and want them to listen to you or hear you. Some people talk more with their body, (mostly upper) moving their hands, arms, heads while others talk more with their facial expressions, and some use both.

As I was watching, there was a part where the character Doug was packing a bag, as his wife Carrie was sitting on the bed folding clothes. Doug then began seem like he was angry. He was moving his hands and frowning as he was talking to Carrie. Carrie then seemed to become angry back, and started throwing her arms around as she talked. Doug then stomped out of the room and Carrie jumped up to follow him. They both came back and he continued to pack. As he did, Carrie placed her hand on her heart and began to cry as she talked.

I then turned the volume on and as I watched the same part, they actually weren’t fighting, they were discussing the fact that they had to babysit their best friend’s children for the evening. Carrie was worried that she wouldn't do well because she’s not privy to children.

I think this helped me to realize even more that what we presume, or do not listen to, can cause misunderstandings, and things can be taken in a different way. This can lead to further difficulties when it comes to working with children and their families and trying to build strong relationships.

Communication and Collaboration

For your blog this week, think of someone (e.g., family member, celebrity, politician, friend, or professor) who demonstrates competent communication within a particular context. What behaviors does this person exhibit that make him or her effective? Would you want to model some of your own communication behaviors after this person? Why or why not?


I have chosen to focus on my friend and teammate, Joni. She is a great communicator and has taught me a lot when it comes to communication. She listens when someone else is talking, giving them her full attention. She waits until they are finished talking to respond. She also chooses her words carefully and communicates in a respectful manner, whether she is happy, angry, sad, etc. When it comes to communicating during a disagreement, she always does so in a respectful way, by telling what she hears the other person saying, or repeating what they say back to them. In regards to children and their families, she praises, gives words of encouragement and advice, and does so in a kind and caring way. For example, this year she has a 5 yr old boy who seems to really struggle with anger. She had a conference with the family and expressed her concerns in a meaningful way, as well as listened to the mother's concerns, making suggestions for how they could work together to help the child. When it comes to email, she is formal, appropriate, and uses a positive tone. I have learned a lot from Joni, especially when it comes to confrontation, because we both tend to avoid it. She has taught me how to speak about how I'm feeling when in a hostile situation by using "I feel" statements and politely saying you will talk with that person once they are respectfully able to discuss the issue with me. 

Week 8 Perspectives and Diversity

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

One hope that I have when I think about working with children and families who come from diverse backgrounds would be that I can make them feel welcome, comfortable, and open with me in order to assist them in any way that I can, and to help their child succeed. I believe that if families know I support them, we will have a stronger, open relationship.

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

A goal for the early childhood field would be that in terms of diversity, equity, and social justice, we do our best to advocate and share our knowledge of diversity for all of the families we serve. I think that if more people understand diversity and learn to accept others' differences, we will be on the path to a better and more compassionate world.

• A brief note of thanks to your colleagues

Thank you to everyone for all of your discussions, questions, comments, thoughts, ideas... I have learned something from each of you along the way through reading what you share! I also appreciate when you respond and discuss things with me, because I learn so much more that way! Thanks again! Good Luck in your next course, I hope to see you there!

Welcoming Families from Around the World: India

Country: India

Ways in which I will prepare myself to be culturally responsive towards the family:

1.      Through the internet and the ELL teachers in my school, I will gather information about their country

2.      Hold a conference with an interpreter, and ask questions to get to know the family

3.      Ensure that I respect the family’s answers to the questions I ask.

4.      Try to include their culture and lifestyle, (ie holidays, celebrations, daily routines, etc) through teaching about various cultures and lifestyles. I may even ask that they share information or possibly come speak to my class.

5.      Do my best to communicate the importance of them maintaining their home language and home cultures or lifestyle, as it will help their child identify themselves as they grow and develop and learn some of the English language.

6.      Ask the child and family to share some of their language with me, so that I can use it in class with the child and teach other children as well.

7.      Possibly introduce them to a family or someone who can help them locate other people who are culturally and linguistically similar.

My hopes are that these preparations will help make the family and child feel more welcomed and comfortable in our area, in our school, and in my classroom. I also hope that it will help open that communication door and make them feel as if I am here to help and that I respect them. I couldn’t imagine moving to a new country where I have to basically start from scratch, learning the language so that I can read signs and things in my surroundings, as well as find a home, get a job, or as a child go to school and make all new friends who speak a language or behave in ways that I may not understand. In being culturally responsive I believe it’s important to ensure that you do your best to get to know the family’s culture and lifestyle, in order to build a strong and stable relationship.

One Day We'll All Have Perfect Wings... Don't Laugh at Me

Don’t Laugh at Me – Mark Wills

https://www.youtube.com/watch?v=FVjbo8dW9c8#aid=P9B2ENTXac4

·         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.

I have always had a soft place in my heart for children with impairments. I’ll never forget growing up how people used the word “retard” so freely. It makes me sick and puts a sour taste on my tongue just typing it. I used to cry heavily when other kids would make fun of students in our class who had impairments. I always think of the song “Don’t laugh at me” by Mark Wills, and I cry my eyes out every time I hear it. I can’t even discuss this with someone without tearing up.

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

These children were made fun of and treated differently because of their impairment(s) which kept them from doing some things that other children could do or behaving in a way that other children didn’t behave. They were excluded, harassed, and tormented because of their "differences".

·         What feelings did this incident bring up for you?

I have always felt extremely sad and heartbroken for children and people who are laughed at and made fun of because they have impairments. To me, it is sickening that someone would make fun of another person, let alone someone who has impairments that they were born with or developed unwillingly. Every person is so special and there’s no reason to torment others because they are “different” in your eyes.

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

I think that others' opinions and perspectives on diversity would have to change in order for great equity to take place. People need to learn to be more empathetic and understanding, as well as comprehend the devastation and scars that they can cause by making fun of or harassing someone else.

Don’t Laugh at Me – Mark Wills

https://www.youtube.com/watch?v=FVjbo8dW9c8#aid=P9B2ENTXac4