Week 8 Blog Assignment: Reflecting on Learning

As an early childhood educator, my passionate hope is to continue to be an advocate and support systems for anti-bias education. Children and families from all walks of life are entering our early childhood programs and they need anti-bias educators who support their cultural values. One of my greatest passions is to continue my journey in helping the lives of children and families who lives are being affected from poverty. Poverty is one of the leading causes of children not being productive/ successful in today’s society, and my mission is to work with state and local legislatures in doing so. I want to leave a legacy that I made a difference in the lives of children and their families all around the world in early education programs.

I would like to take this opportunity to thank Dr. Shepard first for being such a phenomenal instructor and to my fellow colleagues; you have been the best. I appreciate the many feed backs on my blogs and group’s discussion; for it has helped me to gain a sense of understanding from different perspectives that I will take with me through my career journey as an anti-bias educator. We are all coming to the end of our educational journey and I wish each and every last one of my colleagues nothing but the best life has to offer. Continue to strive in being the best educator you can possibly be. Good luck in your capstone course and hope to hear from you’ll soon.          

Blog Week 7:  Impacts on Early Emotional Development

“Day of the African Child draws attention to children living with disabilities.”

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

I chose South Africa because this country has always been a great interest of mine. Growing up as a child, I would watch the commercial about the devastating events that took place in Africa. And what has always stayed with me is the children whose lives are and has been affected by the government decisions. Because this week’s discussion topic has been on children with varying abilities; I thought the information presented in the article, colleagues would benefit from it. Knowing that children with varying abilities all around the world has been affected in some shape form of fashion from this sets a stage for social justice, and change for children all around the world.

 

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

Many children living with disabilities are denied their right to an education. They are also more likely to drop out of school and have lower learning achievements than other children. According to Mr. Chalklen, one of the main underlying factors behind this grim situation is lack of political will (UNICEF, 2012).

The theme of this year’s Day of the African Child, selected by the African Union, is ‘The Rights of Children with Disabilities: The Duty to Protect, Respect, Promote and Fulfil’. To commemorate the 22nd anniversary of this Day, UNICEF Podcast moderator Femi Oke spoke with Shuaib Chalklen, UN Special Rapporteur on Disability of the Commission for Social Development (UNICEF, 2012). With this being said, it is time for politicians, researchers, administrations, educators and all who play a valuable part in children’s education to take a stand for the rights of children with varying disabilities so that they are given the same opportunities as any other child.

  

Explain how these experiences might have an effect on children’s emotional wellbeing and development.

As I stated above; because children with disabilities are more likely be denied an education, more than likely they will socially, emotionally, and mentally feel inadequate as a productive human being trying to survive in their everyday surroundings. In the last twenty-years there has been a significant amount of positive change advancing the rights of children with disabilities in South Africa. There have been twenty-nine countries that have accepted the Convention on the Rights of Persons with Disabilities (CRPD).

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.

I’m first grateful for living in a country where children rights are respected to the fullest extent. Social justice has been a very important aspect in my educational journey and work with children and families who lives are affected by poverty. It is heart aching knowing that it’s only been over twenty-years that children in South Africa that has disabilities are now being accommodated with resources so that they can receive an education. Working with children who has varying abilities has been very rewarding; for I know that I’m making a change in their lives. I always indicated to my daughter as she was growing up, “Just because you where diagnosed with a learning disability, do not mean you don’t have the ability to learn, and this is the same theory that I instill in children who enter my classroom with varying abilities. As an early childhood educator, my duty is to provide an environment for all children and serve them on an individual bases needed and that’s including children with varying abilities.     

Resource

 UNICEF (2011). Retrieved from: http://www.unicef.org/infobycountry/index.html Explore this website to learn more about hardships affecting children around the world. In the "Countries by region" area, choose one of the eight regions of the world to investigate and then explore the "Regional office website" link on the right side of the web page.

Week 6 Blog: The Sexualization of Early Childhood

Gender is the first core identity that gets young children’s attention. It develops very early: By age 2, children begin to notice physical differences and begin to describe themselves as boys or girls. Although they are not yet sure what that means. By age 3, children have ideas about behaviors, activities, and toys that go with gender (Derman-Sparks & Olsen, 2010).

Share your reaction to the topic of the sexualization of early childhood.

After reading the article, So Sexy So Soon; honestly speaking, it did not seem to surprise me one bit. The reason being, I have been working with young children for over eight years and the things that I have witnessed and heard has been very disturbing.   Children growing up today are bombarded from a very early age with graphic messages about sex and sexiness in the media and popular culture (Levin, D. E., & Kilbourne, J. (2009). This statement alone explains why our children in today’s society have changed tremendously over a decade. Too much exposure to the internet, radio and television has played a great deal in this change. I had a child in my classroom that just turned three years old and she could recite every single word in Keri Hilson song “Pretty Girl Rock,” and would move her body like a grown women. At first it was cute; until I noticed her lack of interest in what was going in within the curriculum and classroom activities. This went on for a while, then I brought this to her mother’s attention, and she replied with a laugh, something to the affect, “She loves to sing, especially Rap and R&B.” I had to keep my composure, because the parent seemed to be more enthusiastic about the child’s interest in singing than her learning.  We are deeply worried. Children are paying an enormous price for the sexualization of their childhood. Girls and boys constantly encounter sexual messages and images that they cannot understand and that can confuse and even frighten them (Levin, D. E., & Kilbourne, J. (2009). I’m not saying that it’s anything wrong with young children demonstrating their talent. The problems comes when children talents is sexual and explicit to the point where it is not a healthy act for a child of such an age.

Provide three or more examples, from your personal or professional experience, that further illustrate the exposure of young children to a highly sexualized environment.

I had a little boy in my classroom who loved to play in home living. Every day during free play, he would be the first to run in this area. I noticed that most of children did not want to play with him, so this made me suspicious. I start watching him and he would do certain acts with the dolls, when I asked him what he was doing, he said “My mom and dad do this in the bed.” Of course my mouth dropped with disbelief.

Another incident that I experienced since being an early childhood educator was when a school age brought a condom to school and placed it around his fist and chased a girl during outside time. When I asked the child where he got the condom from, “he stated that my brother gave it to me in case I needed to use it,” now mind you his brother is only thirteen years old. This is a nine years old boy, that brother feels the need to give him condoms in case he wants to have sex. The child was written up and the parent was informed of the incident.

Explain the implications this may have on children’s healthy development. Include ideas you might have, as an early childhood professional, to best respond to these concerns and to reduce the negative impact on children.

Both boys and girls are routinely exposed to images of sexual behavior devoid of emotions, attachment, or consequences. They learn that sex is the defining activity in relationships, to the exclusion of love and friendship. They learn that sex is often linked to violence (Levin, D. E., & Kilbourne, J. (2009). I personally believe that a child sexualization environment plays a significant role in the child’s sexual approach on certain things. Sex orientation is a healthy part of a child understands while growing- up. I just believe as a parent and early educator that the sexual approach the child is being introduced to is crucial to the child’s healthy development.  

Describe the ways in which your awareness of the sexualization of early childhood has been influenced and/or modified by studying the topic this week.

Sadly, today, instead of having the positive experiences they need for healthy development, many children are having experiences that undermine it. Today’s cultural environment bombards children with inappropriate and harmful messages. As children struggle to understand what they see and hear, they learn lessons that can frighten and confuse them (Levin, D. E., & Kilbourne, J. (2009). With this being sad; because this is such a sensitive topic to introduce or even explain to children, it is imperative that the approach is clear and presentable where the child can and will receive it. The problem is not that children are learning about sex when they are young. The problem is the particular lessons they are learning in today’s environment (Derman-Sparks & Olsen, 2010). 

Resources

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).

Levin, D. E., & Kilbourne, J. (2009). [Introduction]. So sexy so soon: The new sexualized childhood and what parents can do to protect their kids (pp. 1-8). New York: Ballantine Books. Retrieved from: http://dianeelevin.com/sosexysosoon/introduction.pdf

Evaluating Impacts on Professional Practice

Describe in detail the consequences you might expect for the children and families with whom you work while you experience specific "–ism(s)" in your own life. Include specific examples either those you have and/or are experiencing or ones you would anticipate.

Being African American and a woman has been one of the hardest roles that I have played in this society. I would have to say my social identity has caused people in society to be bias, prejudice, racist and even stereotype me because of what they been raised to believe or what society has portrayed about the African American cultural. Our socialization begins before we are born, with no choice on our part. No one brings us a survey, in the womb, inquiring into which gender, class, religion, sexual orientation, cultural group, ability statues, or age we might want to be born (The Cycle of Socialization figure 6.1). With this being said; children are not asked to be born into this world a certain cultural and social statues. As an early educator, my moral responsibility is to treat every child and family with the up most respect that I can possibly offer; for they are human beings that deserve equality and fairness at all times.

The experiences that I encountered with certain isms were mostly in Minnesota. I remember my first year as an early childhood educator; I was not just the only African American teacher, but staff. Some days I enjoyed going to work and some days I did not want to get out of bed. It was not the staff that made me feels that way; it was some of the parents. I remember like it was yesterday, I had a child in my classroom who parents let it be none that they were prejudice against African American’s. Caleb would come to school and say to the African American children, “My daddy say that I can’t play with Black people because you’re poor or dirty.” He would always say very degrading and derogatory statements about African American children. The program director would talk to him about his behavior, but never addressed the parents. This went on for about three months until he was taken out of the program by his Mother. I felt terrible as the teacher because I was not able to stand up for the minority children because I dread being terminated or reprimanded. With the knowledge I have gained at Walden; has given me the opportunity to address issues and concerns pertaining to certain isms that occur in my classrooms. Uncovering, examining, and eliminating our own personal prejudice and discriminatory behavior are necessary task in the journey of becoming an anti-bias teacher (Derman-Sparks & Olsen 2010).        

          

Resources

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

Readings For Diversity and Social Justice Figure 6.1, p. 46 ONLY

Observing Communication

About a week ago, I was at the laundry mat washing my comforters and I noticed this young lady and her son on the other side of the laundry mat. The mom looked to be in her early twenties and about six months pregnant. The little boy could not have been any more than about four or five years old. At this age, children are active and very talkative. He would ask the mom a question and she would tell him to set down and shut-up. At first, I did not pay much attention their conversation, until maybe about the fifth time I heard him say, “Mom I got to use it.” She than said to him again, “You better sit there and be quit, before I spank your butt, with your ugly butt” (another choice of words, but will not say)” The little boy seemed to be very sad and afraid of the mom. He probably needed to use the restroom for a while but was too afraid to ask. I’m the first to not intervene into other people business, but it took everything in me not to say something to this mother.

  

What I gathered form this communication observation is that the mother is very young and do not have much parenting skills and her patience is very short. This child is growing up with a parent who degrades him and makes him feel unworthy. Children need to know who they are, respected and grounded in themselves (Laureate, Lisa Kolbeck, 2010).

What the parent should have done is listen to what the child was saying, and not shut him out. Children should never be closed off with walls of our assumptions (Laureate, Lisa Kolbeck, 2010). It seemed as though the child did not even exist to the mother. A child needs to be heard, instead of just being seen.

As an early childhood educator it is crucial that we break the barriers of ineffective communication, especially with children. I refuse to be that parent I witnessed in the laundry mat. Children need to feel that their voice will be heard at all times in our schools, home daycare  and in early educational programs; if this is not demonstrated early in life than as they become older, they will feel inadequate in their communication skills.

I was raised in a very loving environment but my father felt that children should be seen and not heard, and for many years I would allow things to transpire in my own life; whether it was on my job or in my personal relationships and would not address the issues because I was afraid of losing my job, friends, or an significant other. I had to learn what effective healthy communication really was, and now that I know and understand how important it is, I reflect that in my everyday world. My reflection is looking in the faces of children and seeing myself as a child. This helps me to understand that children are just little people who communicate differently from adults, but communicate the best they know how. When an environment is created for children to feel welcome, love and safe than they feel accepted; this opens doors for them to communicate freely.    

Reference

Laureate Education, Inc. (Executive Producer). (2011). Welcome to an anti-bias learning community [video]. Strategies for Working with Diverse Children. Baltimore, MD: Author.

Creating Affirming Environments

An environment rich in anti-bias materials invites exploration and discovery and supports children’s play and conversations in both emergent and planned activities (Derman-Sparks &Olsen, 2010).

Presenting anti-bias education is important when working with diverse children and families. We live in such an ever changing world; therefore our early education programs need to change as well. Families need to see that their cultural is being presented and welcome in our early education programs. An anti-bias environment is also culturally consistent for the children and families it currently serves. In other words, anyone who is in your program at the time should feel comfortable (Derman-Sparks & Olsen, (2010).

Children and Families have questions like; does this place remind me enough of my home and my community that I feel belong here and will be cared for and safe? And this is the type of environment that early education programs should present to them.

In my classrooms, I try to implement a first bias-free environment, while demonstrating diversity throughout the classrooms. In my library area, I have books, and posters that represent families from all over the country and books that illustrate diversity. In home /family living my dolls represent diversity and the play foods are generated from American, Asian to Mexican foods.

My Family communication board represents all of my children families and culture’s. Families can also see our daily calendar that have the menu of what children are being served each day. I also pass out family communication sheets daily to give families a general idea of what children are doing throughout the day. My music area has pictures of children of different cultural backgrounds singing together, and music of diverse children. I even brought a song in that states, “We are children that comes from all around the world; Black and White, girls and boys.” In my block area, there are diverse children, men and women representing different cultural groups. When children see other cultural groups other than their own, they learn the meaning of what it is to be different is really about.

The resources inspired me to be more aware of demonstrating an anti-bias environment. As an early educator, I have learned that all families want and need is for their children to be in a loving, safe and welcoming environment and every early child care program should offer these type of services. And because children bring differences and such uniqueness to early education programs, educators must be able to promote these differences, not just demonstrated in the classrooms but also in teaching an anti-bias curriculum.   

Resource

    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).

"Welcome to an Anti-Bias Learning Community".  Laureate Education, Inc. (2010). 

Week 8 Blog: What I have learned

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

I hope to have a positive impact on the lives of children and families throughout my career journey. I never want to show any type of biases towards anyone; for we all are human-beings and deserve to be treated with the up most respect. I hope to leave a legacy for fighting for justice and equality for all.        

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

The goal that I would like to set forth is to continue my passion in helping children and families who lives are affected from the epidemic of poverty. Creating grant proposals to local and state representatives on teaching quality early childhood education can help prevent lifelong poverty in the lives of many children and families. 

A brief note of thanks to your colleagues

I want to take this opportunity to thank Dr. Hertz and my fellow colleagues for all of your insights, feedback, support and knowledgeable resources in this course. We have learned so much about ourselves and other cultural groups that will continue to help us grow in our career/educational journey through Walden. I’m so excited to begin my next course, EDUC 6358, Strategies for Working with Diverse Children. It is because of you that I’m excited; my Instructors and colleagues who challenge/encourage me to think on a whole new level. Some of you maybe in my next course/group and some may not, but during your final time at Walden, I wish you nothing but the best and remember, ‘Equal and justice for all’ Good Luck!

Week 7: Start Seeing Diversity Blog: Creating Art

Color Is Blind

When we were born we did not see color

For you and I are Sisters and Brothers

We see different faces and hear different names

But when I see you, we are all the same

We live in a world where we are judged by our race

But when we go to Heaven, God only sees our face

I’m not a poet, but I write from the heart

I judge not; for one day I hope to see God

I end this poem with peace, hope and love

Diversity was created from Heaven above….

When I began to write this poem I was not sure how to even begin. But once I start to write the words just start to flow. As I stated in my poem, I’m not a poet, but I have the love for all people. When I see diversity I see the work of God. This course has allowed me to take my own blind folds off and concept the true meaning of diversity. Acceptance and understanding of other cultural differences is the path we to equal and justice for all. As I stated in my blog poem; color is blind and we as human being needs to be open-minded/heart of others that do not share our same beliefs. Since taking EDUC 6357, I’m more knowledgeable about diversity on a whole new level. I see things from a totally different perspective. I smile more at other cultures; not just at school but within the community. I have always tried to live my life by the ‘Platinum Rule’  treat others in the way I want to be treated, and this course has help me even more in doing so. What I hope to present in my poem is for other’s to see that we are born color blind. Racism, prejudice, biasness and stereotypes are all learned behaviors. This can end if we accept each other for who we are. Parents, educators, and adult’s within our communities all have a role to play in teaching children of empathy of other’s.  I hope that our generational children to come are taught to love everyone in spite of.             

Blog Week 6

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.)

As an early childhood educator apart of our job description is teaching children how to be polite to others and the appropriate ways to ask questions. There are quite a few incidents that came to mind while doing this assignment, but the one I chose to elaborate on is the one that will forever stay with me.

There was a little girl name Katelyn that was confined to a wheel chair because of epilepsy, but this child was extremely bright. Katelyn came to my classroom every morning until 9:30 a.m. when her Pre-Kindergarten teacher arrived. Each morning after breakfast, I turned on music and she would move around in her wheel chair and laugh until the song went off. Sherman; a child in my pre-school class told Katelyn, “to be still because you cannot dance in a wheel chair.”  After Katelyn teacher arrived and went to her classroom, I pulled Sherman to the side and spoke with him about his remark to Katelyn. He said to me that “she can’t dance in a wheel chair because my brother told me that people in wheel chairs can’t do anything.” I explained to Sherman that his brother was wrong to tell him that. As I explained to Sherman that people in wheel chairs may not walk does not mean they can’t do other things. I stated that Katelyn likes to dance around in her chair because she has ears to hear the music and eyes to see the other children dancing and moving around as well. I also told Sherman because Katelyn cannot walk does not mean she should not be happy. He looked at me and said that he was sorry. I told him to make sure he tells her that tomorrow with a big smile and hug.              

What messages might have been communicated to this child by the adult's response

The message that I hoped to communicate to the child is helping him to understand that children with disabilities are just as normal as him, and to never be mean or say hurtful things to people who he consider different from himself. Children learn by example and I want to be a positive example to the children I come in contact with throughout my career journey. Children will never comprehend varies abilities unless they are thought to do so. All children need accurate information about what people with particular disabilities can and cannot do (Derman-Sparks & Olsen, (pg.126, 2010). In chapter 10 on page 126, Derman Sparks & Olsen illustrates to the reader ways to help children deal with varies abilities.       

An example of how an anti-bias educator might have responded to support the child's (or classroom's ) understanding

Explaining to children about varies abilities takes patience and dedication; for this is a life long journey. In a situation where children may not understand another’s child’s disability that he/she is no different from you, and that we all should be treated with respect, and the way that you want to be treated. As Derman-Sparks and Olsen explains “teaching Anti-bias to children is that teachers and other staff must use intentional strategies to create quality inclusive classrooms.” 

Resource

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

EDUC 6357: Diversity, Development and Learning

Blog Assignment

 

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

I worked with a young man that moved here from Minnesota and worked for the same company as myself. It was so ironic how we both lived in the same state and worked for the same company but never met until we both relocated to the South. To keep his name in confidence I will call him Michael. This young man really cared about children and never took his job for granted. There were a few parents who had a problem with him working with their children because he was a male. Moving from MN you had just as many male child care providers and Directors as well as females. I did not witness the discrimination until I moved back to the South. One of the parents made a comment in front of me about Michael working at a day car; he stated, and I quote “He must be gay.” I looked at him and said, “Why does he have to be gay, because he happens to be a male working with children?” I feel that the mentality that many (not all) of the people in the south is very stereotypical. I tell people that I did not experience racism until I moved back to the South four years ago.

In order for us as people to respect, and understand others beliefs and values we have to think outside the box. Family’s traditional belief has changed in today’s society; therefore, educators and society as a whole has to change as well. In this situation, parents are looking at the fact that Michael is a male who works with children. My question is what the difference with males working in a child care facility than a male Pediatrician?  In reality there is no difference; so we will trust a male Doctor with our children, but not a male child care provider.   

 

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)

Growing up we used the term ‘tom boy’ frequently about girls in the neighborhood trying to do what the boys did or did better. I never thought this was a negative word until about three years ago. My closest friend’s eight years old daughter is very athletic, and love to compete with her older brother. She put a video on Facebook of them racing, and her daughter won the race. I commented and said something about her being a ‘tom boy’ and another family member in boxed me and said that she took that comment to be offensive. I apologized and explained that I did not mean any harm; I was just giving her prompts about her being so athletic. We later talked and discussed the situation and from that day on, I never used the term ‘tom boy’ again. This is a prime example of traditional stereotypical statements. I used a term that I grow-up hearing and using all my childhood life and never thought it to be negative or offensive. Times has changed so much in today’s society, things considered to be acceptable in the 50’, 60’ and early 70’s or not acceptable in today’s society. Being mindful of our vocabulary is imperative, because I thoughts can become our words.      

 

 

 Week 8 Blog

Good-byes are always a hard thing to say, especially when you have collaborated with such a great group of colleagues as yourself. Communication is one of the most essential parts of life and having productive communication skills is imperative. And I must say that I have inquired these skills from you (my colleagues) through reading your blogs, discussions question responses and feedback. Collaboration occurs anytime people work together to achieve a goal (Winer, M., & Ray, K. (1994). We all have worked together to support, encouraged and motivate each other to become more productive human-beings in the way we communicate with others.

I wish nothing but the best for each and every last one of you, as we continue through our educational journey. Beginning our specialization courses is better sweet, because most of us are specializing in different areas; whereas we may not collaborate again. And yet we are no longer continuing our educational journey together, we are so close to receiving our ‘common goal’ which is obtaining our Master’s in Early Childhood Education Studies. If there is ever a time that you need an encouraging word or an ear to listen, please feel free to contact me. My daughter says that I now listen more and talk less, and this skill is all because of the information I have learned while taking this course. 

  

There is really no one or two particular people I want to thank; for all of you have made a difference in my educational journey with Walden. Each person brought their own unique ideas, thoughts, suggestions, and opinions to the course and I thank each one of you for that. God Bless and Good Luck.

Carrie Bell

Email address is carrie.bell@waldenu.edu

Personal email adress is 30004@live.com

Reference

Winer, M., & Ray, K. (1994). Collaboration handbook: Creating, sustaining, and enjoying the journey. St. Paul, MN: Fieldstone Alliance. "How Do We Set Forth?" (pp. 21-41)

Week 6 Blog: Adjourning Stage

I would have to say that transferring my job from Minnesota was one of the hardest things I had ever done. I had built close relationships with the women there. I felt as though I was leaving my family. We worked as a team at all times, and supported each other when needed. This has been one of the first of many jobs I had that I can say that each teacher was very supportive of one another. I can truly say that it was not just one person who ran the center, but all the teachers as a whole.  My support system also can from my church family as well. I was an active member for ten years with the children ministries and the woman of faith ministries. The Women of Faith ministries were the support system to many women in the church that had been in abusive relationships, or single parents raising their children. My relationship with many of these women was very close, and being a part of the church family for ten years was quite difficult to leave. These were projects that came to an end, but I learned many valuable things from these groups that will stay with me throughout my educational journey, career, and friendships. And knowing that I was a part of something good that impacted women lives in a positive way is always something to remember. When you know that you have worked on a project as a group/team and it has effect the lives of children, families, women or etc., then know that you have made a difference; therefore, I see adjourning as positive aspect.

    

I do believe high performance groups are the hardest to leave; reason being, when you work on a team with people who are productive, professional, considerate, understanding, respectful and the list goes on, you have no choice but to feel a sense of hurt when you depart from these individuals. You have gained not just a group/team, but a partnership sort of speak, and a friendship; which has effective your life in a positive way. And who wants to depart from positive people? People you feel that you can relate too and have so many things in common. At the end of the day, you have built trust in these people and vasa-versa.  Trusting relationships/friendships is something no one ever wants to come to an end. The good thing with adjourning; is that you take what you have learned and use that with your next team/group in hopes of building the same form of relationships in the future.

I have learned so much from Instructors, and my colleagues since being a student at Walden and being the Master’s program. My colleagues has allowed me to think outside the box, and my Instructors have been that support system in saying, “You can do it, if you work hard and dedicate yourself.” Being in the Master’s program, you open your mind to a whole new level of understanding; which puts you in a place where you want to excel and achieve your highest and my colleagues has challenged my thinking in doing so.

Adjourning is an essential stage in team work because you grow, and learn from each group/team you work with, and these skills stay with you for a lifetime. Even though you may experience some form of unproductivity when working with some groups/teams members, but this allows you to make better choices and decisions next time around. I truly believe in order for a person to grow, you have to experience things that will make you a better team/group player in the future. Whether you endured good or bad experiences while on a team/group; it is still fair to say that “All good things must come to an end,” because you will take something out of that and use it to an advantage the next time around.            

Week 5 Blog Assignment: Conflict Situations

My supervisor is a very sweet person, but I feel too passive to be in leadership. The incidents that she allows to take place in the center should not be acceptable. About a month ago, a child went home and told his parent that another child in my classroom hit him, so the next day the parent came to me upset and very disrespectful. After about ten minutes into the conversation, I could see that she did not want to hear what I had to say. The situation was getting out of hand; therefore I felt she needed to address her concerns with the Director. She went to speak with the director and about five minutes later the director came and got me. While meeting with the parent and director, I sense that the director had already taken sides. My director stated, “I should have been watching the kids in the first place and never allowed this incident to happen.” I stood there with disbelief on my face as to what she had just said to me. I already felt that she handles things very inappropriate and this incident was a prime example.

I’m not a confrontational type of person, and when I feel that I have to defend myself from a parent, colleague or any one for that matter; I intervene my director. It is her responsibility to resolve or deescalate a situation from happening or escalating into something bigger. And this particular day, she did not follow the procedure of an effective communicator. I would have allowed the parent to speak and express her feeling and later set up a meeting where we all should have been heard. This would have given the parent time to calm down and maybe rethink, before she spoke. But to come and get me out of my classroom to speak with this parent the same day; that happens to be already angry was not the way to handle this. In other words she escaladed the problem, by having this meeting with her being angry, and to add insult to injury, she made comments in front of this parent to make her feel that she was right and as the teacher, I was wrong. She gave this parent ammunition to believe she had power over the situation and that I was wrong for purposely allowing another child to hit her child. How ridiculous is that? When one person has power over another, that dynamic can cause one or both of the people to handle conflict unproductively (O’Hair & Weimann, pg., 201 2009).

If I was the director, I would have heard both sides individually, and then had a meeting with both parties in hopes of finding the best solution to resolve this issue. Instead she added more fuel to the fire.

Colleagues, how would you have handled this situation?      

  Resource

O’Hair, D., & Wiemann, M. (2009). Real communication: An introduction. New York: Bedford/St. Martin’s.

              

Week 5 Blog Assignment: Conflict Situations

My supervisor is a very sweet person, but I feel too passive to be in leadership. The incidents that she allows to take place in the center should not be acceptable. About a month ago, a child went home and told his parent that another child in my classroom hit him, so the next day the parent came to me upset and very disrespectful. After about ten minutes into the conversation, I could see that she did not want to hear what I had to say. The situation was getting out of hand; therefore I felt she needed to address her concerns with the Director. She went to speak with the director and about five minutes later the director came and got me. While meeting with the parent and director, I sense that the director had already taken sides. My director stated, “I should have been watching the kids in the first place and never allowed this incident to happen.” I stood there with disbelief on my face as to what she had just said to me. I already felt that she handles things very inappropriate and this incident was a prime example.

I’m not a confrontational type of person, and when I feel that I have to defend myself from a parent, colleague or any one for that matter; I intervene my director. It is her responsibility to resolve or deescalate a situation from happening or escalating into something bigger. And this particular day, she did not follow the procedure of an effective communicator. I would have allowed the parent to speak and express her feeling and later set up a meeting where we all should have been heard. This would have given the parent time to calm down and maybe rethink, before she spoke. But to come and get me out of my classroom to speak with this parent the same day; that happens to be already angry was not the way to handle this. In other words she escaladed the problem, by having this meeting with her being angry, and to add insult to injury, she made comments in front of this parent to make her feel that she was right and as the teacher, I was wrong. She gave this parent ammunition to believe she had power over the situation and that I was wrong for purposely allowing another child to hit her child. How ridiculous is that? When one person has power over another, that dynamic can cause one or both of the people to handle conflict unproductively (O’Hair & Weimann, pg., 201 2009).

If I was the director, I would have heard both sides individually, and then had a meeting with both parties in hopes of finding the best solution to resolve this issue. Instead she added more fuel to the fire.

Colleagues, how would you have handled this situation?      

  Resource

O’Hair, D., & Wiemann, M. (2009). Real communication: An introduction. New York: Bedford/St. Martin’s.

              

Week 4 Blog Assignment

Communication Experience:

This week’s assignment had me to think long and hard about how effective are my communications skills. My daughter and I scored the almost the same in communication anxiety inventory and verbal aggression. My daughter says that I’m a good listener at times, but I have a tendency to rudely interrupt her as she speaks; of course I do not recall. I did score moderate in the verbal aggressive section; which means I attack the problem but not the person. This too me is not healthy because the word ‘attack’ sounds so bullying. I never want anyone to feel that their conversation or character for that matter is being attack. Having and building healthy relationships with my family, colleagues, children and their families are important to me, and in doing so effective communication is imperative.

In this case it is important to how others see me as a communicator. I’m in a career to help change, make a difference in the lives of children, and effective communication is the key in doing so. I have had many people to tell me that I’m a good listener and theory enjoy talking to me in regards to their problems; whereas this is where I did well on the assessment. I’m empathetic and concerned about the needs of others, which can cause me to have poor judgment, definitely me all the way.

Example: I can talk with a person and automatically give them the benefit of the doubt by trusting them, without even getting to know them on a personal level. I’m too trust worthy, which is not good because I’m putting myself in uncompromising situation that may cause improper judgment, and this is not healthy.

Public Speaking is another technique I need to inquire when working with children and families. My passion is to help fight children living in poverty; therefore, I may need to address many issues on a state, local and even international level. Public speaking to me is one of my greatest fears; a fear that I’m willing to take on to better myself and future career in the early childhood field.  

Effective communication can be rewarding in your professional as well as personal life. When you can communicate to other’s in a normal and sensibly manner than your communication style is effective. I believe effective communication is a life time commitment and forever needs to be enhanced; for as long as we live, work, interact, and meet people, we have to learn how to communicate with others.