Well... it is hard to believe our class is coming to an end! I appreciate working and learning with all of you. Thank you for sharing your personal and professional experiences, as it has enriched my learning and understanding of the work other professionals are doing within the field. Best of luck in your degree track and in your educational goals!
Sunday, October 28, 2012
Saturday, October 13, 2012
The adjourning phase
I have participated in many groups/committees throughout my professional career. Some groups were more cohesive and effective than others and therefore varied in the ways they adjourned at the completion of the project. When comparing the groups that were hardest to leave to the groups it felt comfortable adjourning I was able to to identify some critical attributes of effective groups. The most effective groups were also the hardest to leave because they were high-performing and goal driven. These groups established clear norms for all members/participants and came to consensus on the goals they were working towards. It was hard to leave these groups because we worked so hard to achieve our goals and when we did there was reason to celebrate but not to continue working together. Most of the groups I've worked with adjourned through a luncheon and a final sharing of ideas and information in regards to achieved goals.
I imagine adjourning from my Walden colleagues by sharing our next steps and goals after graduation. I believe the adjourning stage is critical to teamwork because it allows all participants to celebrate and recognize achievements and to evaluate the steps taken to achieve goals. Through evaluation members can identify the best practices that can be used for future projects.
I imagine adjourning from my Walden colleagues by sharing our next steps and goals after graduation. I believe the adjourning stage is critical to teamwork because it allows all participants to celebrate and recognize achievements and to evaluate the steps taken to achieve goals. Through evaluation members can identify the best practices that can be used for future projects.
Sunday, September 30, 2012
Comparing communication styles
I asked my sister and coworker to evaluate my communication anxiety using an inventory. The results from my personal inventory revealed mild communication anxiety, known as "situational." My sister and coworker evaluations revealed low communication anxiety. This information didn't surprise me because they have both seen me communicate in small group and public speaking events. I believe I am able to "hide" my nerves/anxiety in these settings because they are mild.
One thing that somewhat surprised me were the results of the listening styles profile. When I evaluated myself I was in the people oriented group; however, my coworker placed me in the action oriented group. This prompted me to reflect on the ways I can communicate in various settings. I discovered that I am an overall people oriented listener; however, I do tend to be an action oriented listener in the professional setting. In the future I intend to blend the two styles to maintain an effective, yet empathetic listening style at work.
One thing that somewhat surprised me were the results of the listening styles profile. When I evaluated myself I was in the people oriented group; however, my coworker placed me in the action oriented group. This prompted me to reflect on the ways I can communicate in various settings. I discovered that I am an overall people oriented listener; however, I do tend to be an action oriented listener in the professional setting. In the future I intend to blend the two styles to maintain an effective, yet empathetic listening style at work.
Saturday, September 22, 2012
Experiences in Communicating with Diverse people
At my workplace, a Title I school in an urban area, I interact with diverse people on a daily basis. Many of the people I communicate with are economically diverse, ethnically diverse, and have diverse language abilities. I often find myself speaking slightly slower and using more animated hand and facial gestures than I normally would, when I'm communicating with people whose first language is other than English.
According to Beebe there are a few strategies I can try to improve my intercultural communication competence (2011):
Beebe, S. A., Beebe, S. J., & Redmond, M. V. (2011). Interpersonal communication: Relating to others (6th ed.). Boston, MA: Allyn & Bacon.
According to Beebe there are a few strategies I can try to improve my intercultural communication competence (2011):
- Develop an appropriate knowledge: taking the time discover how others use communication codes (verbal and nonverbal). Asking questions and listening, all the while taking in cues about their norms, roles, and rules.
- Develop motivation: to develop a desire to improve from within. Be mindful of cultural differences and use self-talk when uncomfortable feelings arise.
- Develop skill: to increase awareness to the communication behaviors of others and adapt one's behaviors in order to increase communication effectiveness (other-oriented). Being aware of the thoughts, perspectives, and emotions of others when I am communicating.
Beebe, S. A., Beebe, S. J., & Redmond, M. V. (2011). Interpersonal communication: Relating to others (6th ed.). Boston, MA: Allyn & Bacon.
Saturday, September 15, 2012
Communication Observation
Keeping Up with the Kardashians is a show I have never watched, but have heard about for years. I watched an episode with the sound on and off in order to make comparisons of their verbal and nonverbal communication.
With the sound off, the character's seem to have a fun and loving relationships with one another. They smile, hug,laugh, and make eye contact when speaking to one another. At times they express some personal opinions based on their eye movements (eye rolling), facial expressions (lips pursed) and body language (hands on hips). They seem to have personal and professional relationships with one another because I saw them in the home setting and in a professional meeting setting.
With the sound on, I discovered my assumptions about the Kardashians were mostly correct. They demonstrate a loving and caring relationship, as a family. When they talk with one another they listen and make eye contact. I learned they sometimes struggle to balance their personal and professional relationships, but through consistent communcation they work through it!
With the sound off, the character's seem to have a fun and loving relationships with one another. They smile, hug,laugh, and make eye contact when speaking to one another. At times they express some personal opinions based on their eye movements (eye rolling), facial expressions (lips pursed) and body language (hands on hips). They seem to have personal and professional relationships with one another because I saw them in the home setting and in a professional meeting setting.
With the sound on, I discovered my assumptions about the Kardashians were mostly correct. They demonstrate a loving and caring relationship, as a family. When they talk with one another they listen and make eye contact. I learned they sometimes struggle to balance their personal and professional relationships, but through consistent communcation they work through it!
Sunday, September 9, 2012
Communication Behaviors
Competent communication, requires active listening, appropriate body movements (language), and appropriate verbal and non-verbal communication. In my current position, I work with a mentor who supports me in my fairly recent new role as a Master Teacher. She demonstrates competent communication skills by exhibiting particular behaviors that make communication with her effective. For example, she makes consistent eye contact with the person/people she speaking with, asks clarifying questions prior to answering questions to ensure she understands, and remains focused on the topic by eliminating distractors (cell phone, email, etc.). I model many of my communication behaviors after her because through observation people have a positive response to form of communication. They often feel "listened to" and respected whenever they communicate with her. I strive to have the same impact on the people I communicate with on a daily basis.
Thursday, August 16, 2012
Professional Hopes and Goals
When I think about working with diverse children and families, I hope to protect them from bias an prejudice by creating an anti-bias environment. I hope to learn about various family cultures by involving young children and families in my classroom and using that knowledge to provide an anti-bias education.
My goal for the early childhood field is to affect positive change in relation to diversity and equity by taking a stand on bias and prejudice. I will be able to take a stand on issues of diversity, equity, social justice by increasing my self-awareness of my personal biases, identifying microaggressions when they occur, and by educating my colleagues on ways to promote anti-bias in my school community.
For my classmates- thank you for sharing your thoughts, feelings, and experiences in working with young children and families. You have shared some thoughtful insights and have offered innovative solutions for current issues in the field. Good luck with the rest of your classes!
My goal for the early childhood field is to affect positive change in relation to diversity and equity by taking a stand on bias and prejudice. I will be able to take a stand on issues of diversity, equity, social justice by increasing my self-awareness of my personal biases, identifying microaggressions when they occur, and by educating my colleagues on ways to promote anti-bias in my school community.
For my classmates- thank you for sharing your thoughts, feelings, and experiences in working with young children and families. You have shared some thoughtful insights and have offered innovative solutions for current issues in the field. Good luck with the rest of your classes!
Saturday, August 11, 2012
Welcoming Families from Around the World
Pretend Scenario:
A new family has recently emmigrated from the Philippines to the United States. Their daughter will be joining my preschool program soon. There are several ways I will prepare myself to be culturally responsive towards this family:
A new family has recently emmigrated from the Philippines to the United States. Their daughter will be joining my preschool program soon. There are several ways I will prepare myself to be culturally responsive towards this family:
- I will gather pictures, posters, and other materials which reflect the Filipino culture so the child and family feel welcome and accepted in the program.
- I will gather, read, read, and display age appropriate fictional and nonfictional books that reflect the Filipino culture.
- I will meet with the family and learn about their educational goals, family culture, and language diversity.
- I will establish a daily form of communication with the family they are most comfortable with.
- I will develop a plan to provide the family opportunities to be actively involved in the classroom setting.
My hope is that through careful planning and attention to meeting the needs of the family they will feel welcome in the program setting. I believe including photographs, sharing cultural stories, and reading books of the Filipino culture.
Saturday, August 4, 2012
Sharing personal stories of bias, prejudice, and oppression
An incident that occurs frequently in the school setting is the celebration of dominant culture Christian holidays. Last year, I observed a teacher celebrating Christmas, Easter, and Valentines Day with her class of diverse students. Three of her students followed jehovah's witness beliefs and were unable to participate in the celebrations. During the celebrations these students were sent to another classroom of students who were not celebrating at the time. This was example of institutional oppression and exclusion. These incidents sent the message to students, "if you're not one of us you're an outsider."
This message dimished equity of those students because the celebration was in recognition of traditions of some students while excluding others who do not recognize the dominant culture traditions.
For me, I remember feeling a sense of unfairness and sadness for the excluded students because they received a message "you are different and we don't completly accept you for your beliefs/traditions." I felt as though the teacher could have turned these celebratory traditions into educational opportunities for the students to exchange/share cultures rather than exclude students who "didn't fit." By creating an environment where students learn and share cultural beliefs and traditions all cultures become accepted and welcomed; therefore, all students are equal with no dominant culture influence.
This message dimished equity of those students because the celebration was in recognition of traditions of some students while excluding others who do not recognize the dominant culture traditions.
For me, I remember feeling a sense of unfairness and sadness for the excluded students because they received a message "you are different and we don't completly accept you for your beliefs/traditions." I felt as though the teacher could have turned these celebratory traditions into educational opportunities for the students to exchange/share cultures rather than exclude students who "didn't fit." By creating an environment where students learn and share cultural beliefs and traditions all cultures become accepted and welcomed; therefore, all students are equal with no dominant culture influence.
Saturday, July 21, 2012
Observation of a microagression
I work in a school community which includes many impoverished immigrant families from Mexico. Recently, I witnessed a verbal microagression towards one of our families. The family, I'll give them the last name Rivera, was helping to decorate one of our school parent meeting rooms. Many of the teachers and staff were helping with the decorating as well. The Riveras, husband and wife, were heading up the project and delegating various tasks that needed to be completed. When the project was complete a teacher approached the couple and asked,
"You're English is so good, where are you from?" The Riveras responded, "Yeah, well we're from Phoenix." The teacher stated, "Oh, I thought maybe you were from Mexico and spoke really good English, but I guess you would speak good English if you're a native Arizonian." The conversation ended abruptly and the teacher left the room shortly after.
As an observer to this microagression, I felt very uncomfortable for both the teacher and the Riveras. It was akward because it was evident the teacher assumed the Riveras were immigrants and had learned to speak English "well enough." I felt the teacher's verbal microagression was unintended because after she realized the Riveras weren't immigrants her body language and facial expression showed embarassment. I also felt uncomfortable for the Riveras because the teacher's microagression caused them to "explain" their language ability and nationality.
I have always perceived discrimination, prejudice, and stereotypes as "things" or "events" that happen in most places; however, not frequently on a school campus. This week's lesson regarding microagression has expanded my understanding that discrimination, prejudice, and stereotypes happen everywhere. I also understand that microagressions whether intended or unintended are avenues for discrimination, prejudeice, and stereotypes to negatively impact people.
"You're English is so good, where are you from?" The Riveras responded, "Yeah, well we're from Phoenix." The teacher stated, "Oh, I thought maybe you were from Mexico and spoke really good English, but I guess you would speak good English if you're a native Arizonian." The conversation ended abruptly and the teacher left the room shortly after.
As an observer to this microagression, I felt very uncomfortable for both the teacher and the Riveras. It was akward because it was evident the teacher assumed the Riveras were immigrants and had learned to speak English "well enough." I felt the teacher's verbal microagression was unintended because after she realized the Riveras weren't immigrants her body language and facial expression showed embarassment. I also felt uncomfortable for the Riveras because the teacher's microagression caused them to "explain" their language ability and nationality.
I have always perceived discrimination, prejudice, and stereotypes as "things" or "events" that happen in most places; however, not frequently on a school campus. This week's lesson regarding microagression has expanded my understanding that discrimination, prejudice, and stereotypes happen everywhere. I also understand that microagressions whether intended or unintended are avenues for discrimination, prejudeice, and stereotypes to negatively impact people.
Saturday, July 14, 2012
Diversity Perspectives
I interviewed three people (one family member and two friends) to discover their definition of culture and diversity.
Person #1
Culture: The ways a person/people live.
Diversity: A variety of people based on ther race, ethnicity, gender, and culture.
Person #2
Culture: The food people eat, the religion people believe in, the clothing people wear, the language people speak.
Diversity: The different characterisitics of people (religion, race, gender, ethnicity).
Person #3
Culture: The ways people live based on their race, ethnicity, religion, traditions, and class.
Diversity: A mix of people that are different in their culture, race, socioeconomic status, etc.
Which aspects of culture and diversity that I have studied in this course are included in the answers I received—and what are some examples?
The responses to my interview questions included a broad perspective of culture and diversity. The people connected race, gender, ethnicity, gender, religion to culture and the idea that diveristy is a variety or mixture of these aspects.
Which aspects have been omitted—and what are some examples of such omission?
The definitions of culture didn't include the concept of family culture or social identities. The people I interviewed did not include the idea of family culture and the ways family have a great influence on individual cultures. Also, the responses did not include the idea that society influences culture such as our indiviual identities and the "groups" to which we belong.
In what ways has thinking about other people’s definitions of culture and diversity influenced my own thinking about these topics?
Talking about culture and diversity with other people helps me to take into account the perspectives of others regarding diversity. I think talking about culture and diversity with other people helps me to keep an ever expanding, working definition of culture and diversity. This assignment has influenced me to continue to talk with others about culture and diversity.
Person #1
Culture: The ways a person/people live.
Diversity: A variety of people based on ther race, ethnicity, gender, and culture.
Person #2
Culture: The food people eat, the religion people believe in, the clothing people wear, the language people speak.
Diversity: The different characterisitics of people (religion, race, gender, ethnicity).
Person #3
Culture: The ways people live based on their race, ethnicity, religion, traditions, and class.
Diversity: A mix of people that are different in their culture, race, socioeconomic status, etc.
Which aspects of culture and diversity that I have studied in this course are included in the answers I received—and what are some examples?
The responses to my interview questions included a broad perspective of culture and diversity. The people connected race, gender, ethnicity, gender, religion to culture and the idea that diveristy is a variety or mixture of these aspects.
Which aspects have been omitted—and what are some examples of such omission?
The definitions of culture didn't include the concept of family culture or social identities. The people I interviewed did not include the idea of family culture and the ways family have a great influence on individual cultures. Also, the responses did not include the idea that society influences culture such as our indiviual identities and the "groups" to which we belong.
In what ways has thinking about other people’s definitions of culture and diversity influenced my own thinking about these topics?
Talking about culture and diversity with other people helps me to take into account the perspectives of others regarding diversity. I think talking about culture and diversity with other people helps me to keep an ever expanding, working definition of culture and diversity. This assignment has influenced me to continue to talk with others about culture and diversity.
Saturday, July 7, 2012
My family culture
Imagine the following:
A major catastrophe has almost completely devastated the infrastructure of your country. The emergency government has decided that the surviving citizens will be best served if they are evacuated to other countries willing to take refugees. You and your immediate family are among the survivors of this catastrophic event. However, you have absolutely no input into the final destination or in any other evacuation details. You are told that your host country’s culture is completely different from your own, and that you might have to stay there permanently. You are further told that, in addition to one change of clothes, you can only take 3 small items with you. You decide to take three items that you hold dear and that represent your family culture.
Blog about all of the following:
A major catastrophe has almost completely devastated the infrastructure of your country. The emergency government has decided that the surviving citizens will be best served if they are evacuated to other countries willing to take refugees. You and your immediate family are among the survivors of this catastrophic event. However, you have absolutely no input into the final destination or in any other evacuation details. You are told that your host country’s culture is completely different from your own, and that you might have to stay there permanently. You are further told that, in addition to one change of clothes, you can only take 3 small items with you. You decide to take three items that you hold dear and that represent your family culture.
Blog about all of the following:
- A description of the three items you would choose
- Family photographs- I would take as many photographs/photo albums as possible.
- Family recipes- I would take my family's favorite recipes. so I could prepare meals developed from mutiple generations.
- Books- I would take some books for me and my son.
- How you would explain to others what each of these items means to you
- I would explain that the family photographs provide a visual of my family's history for generations. Photographs provide a face to a name and a picture of places our family has lived. My family photographs are memories of moments we have had together and can be shared with future generations.
- My family recipes are important to me and my family because one o our traditions is to get together on Sundays and prepare meals to be shared with one another. Many of the recipes we prepare have been cooked for generations.
- Books are an important part of my family's value on education. I have read to my son since he was born.
- Your feelings if, upon arrival, you were told that you could only keep one personal item and have to give up the other two items you brought with you
- If this was to occur, I would keep the family photgraphs because they can't be replaced. I would feel sad and disappointed to give up the other items I brought with me; however, I would be grateful to keep them.
- Any insights you gained about yourself, your family culture, diversity, and/or cultural differences in general, as a result of this exercise,
- As a result of this exercise I realized my family photographs are really important to me. I was able to narrow my one item to family photographs because they provide a visual to my family roots and an avenue to tell my family's story.
Sunday, June 24, 2012
Thinking about research...
This course has provided me with an in-depth explanation
of the research process. I have learned
new concepts, such as quantitative and qualitative research. I have gleaned how to properly conduct
research and how to analyze a study for ineffective, improper research methods.
I intend to use research techniques such as direct observations, interviewing
and sampling to conduct future research. Decreasing bias and analyzing research
for bias were challenging. I found that developing self-reflexivity will
support me in overcoming bias in research.
I believe as I continue on my education journey my experiences in this course will positively impact my ability to solve problems and answer important questions. I will continue to learn, ask questions, and seek answers through the research process.
I believe as I continue on my education journey my experiences in this course will positively impact my ability to solve problems and answer important questions. I will continue to learn, ask questions, and seek answers through the research process.
Friday, June 1, 2012
EECERA helps to answer some questions!
- Children's perspectives and participation in research
- Outdoor play and learning
- Professionalism in early childhood care and education
- There is a Special Interest Group (SIG), Young Children's Perspectives, that was formed in 2004. This group strives to reflect reflect children's rights and perspectives through collaborative research. This SIG has also drawn attention to three issues regarding children's involvement in research: children's rights to protection, their rights to participation, and their rights to privacy.
- There are several Special Interest Groups (SIGs) that research and study specific topics in the early childhood field. The website provides email contact information for the participants in each SIG. Below is a list of current SIGs:
- Birth to Three
- Equity and Respect for Diversity
- Leadership and Integration
- Leadership Mentoring for Early Years Services
- Learning and Participation
- Mathematics Birth to Eight Years
- Outdoor Play and Learning
- Professionalism in Early Childhood Education and Care
- Transitions
- Young Children's Perspectives
- Working With Parents and Families
Saturday, May 19, 2012
Imagine the impact of research on this...
For this assignment I chose option 2:
Something I'm very passionate about is teaching young children how to read! With the means and the knowledge to conduct a study that positively impacts young children and their families I would complete a longitudinal study regarding the impact preschool has on early reading abilities. My focus would be on low socioeconomic status children and families. I would follow the participants and their reading ability growth from preschool through 3rd grade.
A study in the area of literacy and young children would positively impact young children and their families because it would provide data to support policies that fund preschool programs. Early childhood professionals and advocates could present the findings to decision-makers who enact policies in the field. Findings in this study could increase accessibility, equity, and quality in early programs for low socioeconomic status families and children.
Something I'm very passionate about is teaching young children how to read! With the means and the knowledge to conduct a study that positively impacts young children and their families I would complete a longitudinal study regarding the impact preschool has on early reading abilities. My focus would be on low socioeconomic status children and families. I would follow the participants and their reading ability growth from preschool through 3rd grade.
A study in the area of literacy and young children would positively impact young children and their families because it would provide data to support policies that fund preschool programs. Early childhood professionals and advocates could present the findings to decision-makers who enact policies in the field. Findings in this study could increase accessibility, equity, and quality in early programs for low socioeconomic status families and children.
Saturday, May 12, 2012
Research Topic Simulation
This week I chose the topic of teacher/program quality and completed a literature review of 3 articles. I chose this topic for several reasons, but mainly because of my current position in the field. I am a Master Teacher for PreK-2nd grade. In this position I facilitate all of the primary educator professional development and complete four evaluations per teacher, per school year. The evidence I gather from teacher evaluations has prompted me to ask the question, How does teacher quality impact student achievement? many times. The student achievement data and my evidence from evaluations tells me it has a great impact, but I have always wanted to find out what research findings say.
As I have been constructing my research chart, I have found many words that I have known and used in other contexts; however, when they are used in conjunction with research they play an important role. Words like validity, triangulation, and reliability. I have enjoyed taking the time to "loo up" these words and rewrite them in my own words. I believe my research chart will be a great support when completing and writing about research.
Have any of you located any supportive research tools or resources that you can share? If so, please let me know, as I am eager to continue on y research journey.
As I have been constructing my research chart, I have found many words that I have known and used in other contexts; however, when they are used in conjunction with research they play an important role. Words like validity, triangulation, and reliability. I have enjoyed taking the time to "loo up" these words and rewrite them in my own words. I believe my research chart will be a great support when completing and writing about research.
Have any of you located any supportive research tools or resources that you can share? If so, please let me know, as I am eager to continue on y research journey.
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