Time Well Spent

There are so many things that I am walking away with from my Master's work here at Walden University. However there are a few insights I learned that really stood out. First, I realized how important play is in early childhood. My Capstone focused on this. Research has proven that children do learn when they play alongside each other. They learn to cooperate with one another, and they begin to build friendships. Second, I have learned how important it is to embrace diversity in our field. We have a lot of children that come to us with biased opinions and stereotypes from their families. As a teacher, I have learned that it is also my job to help my students accept our differences, and it is my job to help them embrace their differences! Third, I have spent a lot of time learning how important it is to be a team player in our field. We all have varied experiences, yet if we all join together, we can really leave an imprint in our field.

My long term goal that I have set for myself today is to never stop learning. I do not want to be that teacher that is still teaching the same material and in the same way 10 years from now. I have committed myself to be a lifelong learner. As a future leader in our field, I understand that everyone will be coming to me for insights, and I need to be ready to provide current information.

Well this his is officially good-bye! I cannot believe that it has been a year and a half, and we are done! It has been such a pleasure working with all of you. I have learned so much from my colleagues, and honestly I am sad to leave. However, it is bittersweet because we are closing one door, and a new door is about to open for us all! Thank you Dr. Morgan for all your support during two of my courses! I also want to thank all of my professors for helping me learn a lot about myself as a professional. Our journey seems like it is coming to an end, but in fact it is just beginning!

I hope to keep in touch with many of you! You can reach me at my email: stacee444@yahoo.com or find me on facebook under my name. Good luck to you all!

Jobs/Roles in the ECE Community: Internationally

This week we were asked to examine some international organizations and share any employment opportunities. I chose to examine Compassion International, World Vision, and UNICEF.

Compassion International is a worldwide organization that supports children. It began in 1952 when Compassion stepped in to help the Korean War orphans with the basics like food, shelter and clothing. Since then, they are helping more than a million children around the world. They are able to do this with the help of monthly sponsors like you and I. I sponsored a child for a long time in Haiti. I would send about $40 a month to help this little girl, and her mom and I were pen pals. The little girl would draw me a lot of pictures! There are currently no job opportunities available that I am interested in. There are many corporate positions available, but they are behind a desk. I would love to volunteer one day overseas and take part in offering support to children in the actual field itself. I can see myself with boots on the ground teaching children an English song, etc. For more information, you can visit their website at http://www.compassion.com/default.htm.

World Vision is another worldwide organization similar to Compassion International which relies heavily on sponsorship to help children. This organization serves over 100 million children in nearly 100 countries! Similar to Compassion, this organization helps meets the basic needs of children along with helping provide them an education. This organization does not have any job opportunities that I am interested in because these are also all corporate positions. I am more of a hands on worker thus why I chose to be a teacher. However, I would definitely consider having my students adopt a child to adopt for a year by bringing in their spare change each month! For more information, you can visit their website at http://www.worldvision.org/m/tt1?lpos=top_img_wvLogo.

UNICEF is a massive organization. They help with the malnutrition crisis, educate women and children, and help the AIDS infected children, protect children from exploitation, violence, and so much more. There are a lot of short term job opportunities that I would be interested in the future. One position is for an Education Consultant in Uzbekistan, but I do not qualify because you have to be fluent in English and Russian. There is another consultant position open to teach children with disabilities. Experience with inclusion is required. For more information, you can visit their website at http://www.unicef.org/whatwedo/index.html.

Overall, it was great to think about how wide our field of early childhood is! There are many organizations out there to help children, and I do plan on working overseas again in the near future.

Jobs/Roles in the ECE Community: National/Federal Level

This week we were asked to look into three national or federal level jobs in the early childhood field. I chose to look into the NAEYC, The Children’s Defense Fund, and Zero to Three to investigate job opportunities.

NAEYC (National Association for the Education of Young Children)

I chose to look into this organization because this has been our most used reference in all of our courses here at Walden. All of the jobs here are located in Washington DC. The following jobs are available: Conference Coordinator, Chief Technology Officer, Copy/Production Editor, and Managing Editor of Books and Resources. None of the jobs really appealed to me because I really enjoy working in the classroom or close to the classroom.

These jobs are all corporate positions. The Conference Coordinator simply requires a Bachelor’s Degree and that it is. The Chief Technology Officer requires 5-10 years in the IT world along with a Bachelor’s degree. The Copy/Production Editor requires a Bachelor’s degree along with three years of copyediting. The last position of Managing Books and Resources Editor requires five years of editorial work along with a Bachelor’s degree. You can find more information here if would like http://www.naeyc.org/about/jobs.

The Children’s Defense Fund

I chose to look into this organization because I am pulling a lot of resources from them for my Capstone. All of the available jobs are also located in Washington DC, and they are all corporate positions. The positions include Web/Writer and Editor, Research Direct/Mail Manager, Press Secretary, Operations Coordinator, Database Manager, Communication Assistant, and Accounting Manager.

All of these available jobs do not seem like a match for us. The Web/Writer and Editor requires a degree in journalism, and the rest of the jobs require at least three years of experience in that area. If you would like more information, you can go here http://tbe.taleo.net/NA4/ats/careers/jobSearch.jsp?org=CHILDRENSDEFENSE&cws=1.

Zero to Three

I chose to look into this organization because we also referred to them often for excellent resources in past courses. I am also amazed that there is an organization out there that is emphasizing how important the first five years really are. The current jobs available include Senior Writer, Infant Toddler Workforce Manager, and Administrative Assistant.

These positions are also corporate positions as well. The position for Senior Writer and the Infant Toddler Manager position both require a Master’s degree in the early childhood field. The Administrative Assistant position requires 3-5 years experience in administrative work. If you are interested in finding out a little bit more, you can go to this link http://www.zerotothree.org/about-us/careers/careers.html.

Overall, I did not find anything that I would be interested in applying for. Most of the jobs are on the corporate level, and I want to continue interacting with children daily at the local level. However, these organizations are excellent resources for any professional in our field, and I do plan on continuing to utilize them after graduation.

Exploring Roles in the ECE Community: Local and State Levels

This week we were asked to share some local and national programs that would benefit young children. I have shared a little bit about each program I chose, and I have done a little research for career opportunities in each area.

CYS (Child and Youth Services)
http://www.hoodmwr.com/cys_childcare.htm

CYS is just one of the many programs offered to military families. I chose this program because my son participates in a lot of activities with CYS each year. Children can choose sports to enroll in, extra-curricular activities like piano to participate in, or attend summer camps. Children get to meet other children just like themselves who may also have a deployed parent. CYS offers $300 in free activities and $100 in free sports per year to children who have a parent deployed or who died in combat. For the younger children under five, there is part time preschool available, childcare at the gym, and parent’s nights out twice a month at a really reasonable cost.

There are currently no job opportunities currently available where I live, but I could see myself working here in the future. Daycare teachers can make anywhere from $10-$17 depending on how many hours you have. We all would qualify for the $17/hr because of our education. I have looked into becoming a CDC Director here recently, and you only need a Master’s Degree and a certificate that says you are licensed to be a Daycare Director. If you live near a military base, you should look into working with their CYS Program because they do take care of you monetarily and with benefits.

Head Start
http://www.txhsa.org/

Head Start is an education program that gives children who may be behind because of poverty or physical disabilities a chance to get a head start before they begin Kindergarten. I chose this program because I spent a lot of time substituting in these classrooms, and I really enjoyed it. Today there is even an early head start. I have been in one of these classrooms, and I was able to meet a three year old who was participating in the early head start program. After two years, she was ready to begin Kindergarten with her classmates. This program varies by state, but it is a national program. Bill Clinton spent some time during his presidency pushing our nation's Head Start program. In Texas, nearly 68,000 students have been served.

I found one opening at Ft. Sam Houston, Texas for a Head Start Teacher. I am sure that more openings will appear as the end of the school year is approaching. We all qualify for this position because you only need an associate’s degree or higher in early childhood. It says that teachers will be paid $1300 per pay period which is twice a month. If anyone is interested here is the link https://insperity.ats.hrsmart.com/cgi-bin/a/highlightjob.cgi?jobid=73734. I would love to work for Head Start, and this may be a route I consider as I will be job hunting this summer!

YMCA
http://ymca.net/

The YMCA is a program that focuses on physical fitness. I chose this program because I am trying to find some activities for my boys to do this summer. Children can enroll in summer camps or sports. Parents have the option of dropping their child off here so they can work out. So far. I found a summer soccer camp that is a week long that I would like to enroll my younger son in as well as seasonal sports throughout the year. This program is also nationally found.

There are a lot of jobs currently open through the YMCA. There are many part-time jobs open if you need a second job, and there are many professional jobs open if you need a full-time job. I looked at the Child and Teen Director. There were no qualifications listed, so I am assuming that they will just be looking for the most qualified candidate. The salary for this position is between $39,000-42,000. There are also many jobs open for their summer camps that are approaching, and the pay is between $7.25 -$8.50.

There are many organizations that benefit children today, but these are the ones that I took interest in. I really liked this assignment because we are six weeks away from graduating and the door is about to open wide!

Reflecting on Learning

My most passionate hope for the children and families that I will work with is that each person can learn to treat everyone fairly. In order to do that, I have to help everyone understand their misconceptions, and we have to talk about them and then work through them. I also have to set the example of being an unbiased professional. As a teacher, I am fortunate to have each child and family for a year, and I believe this is a lot of time to make a lot of changes. I am walking away from this class realizing that I have the power to change society around me one person at a time.

I want to thank all of my fellow colleagues for taking the time to read my blog each week. Thank you for sharing your insights and experience with me. We only have one more class, and then we graduate! I am wishing you all the best of luck.

Impacts on Early Emotional Development

This week I had to study what kinds of challenges children are struggling with around the world. I chose to take a closer look at children living in Latin America and the Caribbean. I chose this area because I do not know anything about this region. The rest of the world is making the news every night, but it seems to be rather quiet south of our country. All of my research was taken from the UNICEF website.

I learned about a lot of challenges that children in this region are confronting. About 60% of children under the age of 12 live in poverty. HIV and Aids is wiping out the region, and the Caribbean is the second largest region with Aids. One out of every five children suffers from chronic malnutrition. About 85,000 children die each year due to violence in the home. Natural disasters are common in this region. Children are still struggling from the big the natural disaster in Haiti two years ago. About two million children mostly girls are sexually exploited. Many times it is at home. It seems as though these children do not even have a fair chance at life.

I can only imagine how these experiences are taking a toll on children’s emotional wellbeing and development. Children probably feel neglected, alone, and hopeless. Derman Sparks & Edwards also stated that children may feel shame, self-limitation, and self-hate. Children may feel like there is no light at the end of the tunnel. Thankfully programs like UNICEF are offering these children hope by providing help with the donations of many Americans like you and I.

This assignment forced me to reflect on a lot of things. Personally, my heart just ached when I read all of these statistics. It seems like these children do not even have a chance at survival with all of the challenges ahead of them. I want to share this site with others when they begin to complain about the smallest things in life. Professionally, my eyes have been opened. I have seen with my own eyes children living in straw huts in China, but I cannot even begin to fathom all of this in Latin America. As a teacher, I would love to teach my students about what other students are struggling with around the world. I would also like to invite them to help. We could have a coin drive to send to UNICEF and we could collect donations. I realize now that I have not only been called to be a teacher, but I have been called to be a child advocate as well and speak up for those who cannot.

The Sexualization of Early Childhood

This week we read, "So sexy so soon: The new sexualized childhood and what parents can do to protect their kids." I was pretty speechless when I was done reading this article. I was aware that young girls are having self esteem issues today, but I did not realize how big sexualization of early childhood is. Levin & Kilbourne (2009) shared that young kids are talking about “blow jobs” and girl’s Halloween costumes now look like they came from a Victoria Secret show. I am just amazed how true everything is. They really shed some light on a topic in our field that needs to be addressed by professionals like ourselves.

I can recall a few examples of how prevalent sexualization is in early childhood. First, my best friend’s daughter is currently being mocked at school because of her large chest. This started when she was in second grade, and it is to the point she just does not want to go to school. Second, there are quite a few tv shows that are glamorizing little beauty queens. It is so sad because we get to see little girls hearts being broken on national television because they are not pretty enough. Third, I have witnessed little four and five year old boys kissing girls on their cheeks. I am sure they learned this while watching television.

Sexualization in early childhood is a big problem because children are still developing themselves (Levin & Kilbourne, 2009). Children are growing up too fast and missing out on their childhood because they are worrying about adult issues. As an early childhood professional, my suggestion is sit down with children and talk about. Children need to know what is age appropriate compared to what they have seen or heard. My team could go a step further and do an assembly on this topic. At the moment, I will intervene immediately and respond when I hear children talking about sexualization.

This topic of sexualization in early childhood has really opened my eyes. I think children today have it a lot harder than when we grew up. They have to worry about so many things. This discussion this week has made me aware that children are growing up to fast because of the bias environment they live in. I also feel that I need to become more of an advocate because families especially need to be aware of this new trend. I may only be one person, but I realize that I can make a difference.

Reference:

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

This week we were asked to imagine that we are experiencing some type of “ism” at work, and we are to share our reactions from those around us.

I am pretending that I am struggling with racism. A family in my class is from India, and I have unconsciously avoided speaking to this child’s parents in the afternoon when he is picked up. The parents have not verbally said anything to me because they are responding back with stereotypes. They sent me a Valentine’s Day card that was written in Spanish thinking that I speak Spanish because I look Hispanic.

While I am experiencing this “ism,” the people around me are suffering. The child is also most likely feeling uncomfortable in my class because he is mimicking his parent’s stereotypes. He does not want to talk in class because he must feel that he is not that important because I do not make time to talk to his parents daily. The parents most likely feel shunned and feel that I do not value their opinion or even their presence. After receiving the Valentine’s Card, I also feel a little down to because I wish I could speak Spanish, but I do not. I also feel offended that people continue to assume that I speak this language simply by the way I look.

My struggle with racism has left a lot of people including myself feeling unimportant. My “ism” has interfered with my parent/teacher communication, and it has taken a toll on my student. As early childhood professionals, we need to take time often to self reflect how we really feel about diversity. Do you treat people differently because of the way they look or what they do for a living? We need see ourselves for who we really are, and then we need to make changes to become anti-bias. We need to set a good example for our students!

Observing Communication

This week we were asked to observe an adult communicate with a child. I watched a mother communicate with her two children as I walked my son to school this morning. She caught my attention because she was walking with her arms around both kids the whole way there. I love seeing this type of affection from parents! This family was only a few steps ahead of us, so I could hear everything that they were talking about. I heard her children talking to her about everything from what they were going to do after school to a favorite toy. The mother patiently listened the whole time. When they arrived at school, the Mom leaned down to kiss both of them good-bye and said, “Have a good day!”

I feel that I did witness some effective communication. I observed a lot of nonverbal communication which is in my opinion more important than verbal communication. This Mom patiently listened to her children without interrupting. She made them feel important. She also made them feel special and loved as she kissed and hugged them. Children made have their basic needs to survive, but the need love and affection to really thrive in our world. This Mom exhibited effective communication with her children.

The scenario that I witness did not really align with our topic of persona dolls this week, but it did align with everything that I have been taught so far in our Master’s program. I know how important nonverbal communication is, and I know that we need more parents like this Mom involved in our schools. Families are the backbone to a child succeeding. I do not believe this Mom could have done anything more to be more effective.

The children’s self worth should be pretty high from what I observed. I see this Mom walking her children to school every day as well as picking them up. She is very active in their academic learning because I have heard her ask about their school day on other occasions. These children know that they are loved by the affection that I have observed, and thus they must feel that they can conquer anything! Their hierarchy of needs is met, and they do have self worth.

This week I learned that I need to step back and do some more listening with my boys instead of doing all the talking. I was in awe of how patient and in tune this Mom was when listening to her children. I often do a lot of talking when my boys get home from school because I have to dig deep for answers. I realize now that they do want to talk, but it is not about school. I should let them talk about their interests like Eric Hoffman has shared with us this week, and then I can build on it. In my case, I can listen to them talk more about what they want to, and I bet they will talk to me about their school day when they are ready. Nonverbal communication truly goes a long way!

Creating Affirming Environments

This week we had to design an anti-bias environment for a home daycare. The following are some things that you will find in my home:

Family Photo Wall- Young children may have a hard time adjusting to school after they are dropped off, and a seeing a picture of their family can really bring a child comfort. Adriana had one at her center as well. This wall can also provide a clear picture of diversity to other students. Derman-Sparks & Edwards (2010) also recommends that children draw a picture of their family for homework.

Family Culture Display- I really liked this idea after looking at Adriana’s home daycare. She has one family bring in some cultural artifacts monthly that represent their family, and I would love to do this bi-weekly. Children would be able to really see a lot of diversity as well as learn more about where each student comes from.

Parent Bulletin Board- This is where my parents will find the schedule for the day and other pertinent information about my program. A copy of my diplomas will be posted so parents can see that their teacher is educated, and parents can feel confident in leaving their child with me. The schedule will be posted so parents know what children will be doing during the day and when is a good time to peak in on their child if they want. Children will be able to refer back to the schedule as well to see what is going to happen next.

Centers- My centers are one of the most important parts of my learning environment. Children do not have a very long attention span, so centers are pertinent so children can rotate every 15 minutes or so. My centers will include books that have people of all different colors and jobs. I may have a book with a picture of a male teacher or another book with a girl wearing a blue shirt. I will also have dolls in my dramatic play center that have different skin tones. Adriana also had colored dolls in one of her centers. I will have an art center with a lot of materials available to use in bins. Children will have the option to use their imagination to create whatever they want.

Exercise Balls- These balls are for students who need to get some energy out. I like to have these in the corner of my room so other children do not get distracted while doing work.

Family Potluck- I love this idea that Derman-Sparks & Edwards (2010) shared! I plan to invite parents in monthly or bi-monthly for a potluck lunch with our students. As a parent, I love to come into the classroom whenever I can. It is like an open house every month because parents can see what is going on in the classroom!

Parent/Teacher Log- When I was in the classroom, I sent home weekly log for the parents to see each day. It included the topics we learned about during the week as well as tips to help parents to help their child at home. This log has space for the parents and I to interact on a daily basis. Parents may be able to let me know that their child will have an early out, or I can share about the child’s day. I also make sure to at least once a week write a positive note about every student in their log!

Reference:

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).

What I Have Learned...

One hope that I have for children when learning about diversity is just to help see that everyone is different, and that this is ok! When children walk into my classroom, they come to me as a "mini me" of their parent. Of course, they have picked up on their parent's bad habits first instead of good. I hope to teach children that it is ok to think for themselves, so they can decide to accept the black person just like the white person or the hard working custodian just like the teacher.

One goal that I would like to set for our field is to implement more hands on learning that can expose children to diversity. I realize now that this is so easy to do. It can be done by simply using pictures, videos, but I would really like to have people come into my classroom if possible. Children need to see that a woman can be a doctor, and a man can be a nurse, etc. Anti-bias education is something that our field needs, and it can be done with something as simple as adding a few lessons to our curriculum.

I would like to thank all of you again for your professional support and encouragement! I have learned a lot about myself in this course as well as a lot about each of you. I wish you all a Merry Christmas and a Happy Holidays for those who do not celebrate. I cannot believe we are two courses away from graduation!!!

Creating Art

I am young, and she is old.
I see the beauty in it now.

I have brown skin, and she has black skin.
I see the beauty in it now.

I am short, and he is tall.
I see the beauty in it now.

I am a professional, and he is a custodian
I see the beauty in it now.

I am Christian, but she is a Muslim.
I see the beauty in it now.

She has a mom and a dad, but he just has a mom.
I see the beauty in it now.

I am right handed, and you are left handed.
I see the beauty in it now.

You are different, and so am I!
I can have started to see diversity now.

Start Seeing Diversity: "We Don't Say Those Words in Class!"

My five year old son says all sorts of things all the time! I never know what he will say, and I never know when he will say it. It is hard as a parent to teach him not to say these things because he will go to school sharing them. At the same time, I can censor what my son says, but he also comes home with new words or sayings that were inappropriately said by his friends. As an educator and parent, I will do my best to make sure to teach my children and students to be unbiased. “If we want children to thrive in a diverse world, and choose to stand up for themselves and others, then we must choose to help young children make sense out of the confusing and often emotionally charged messages they receive about themselves and other” (Derman-Sparks & Edwards, 2010, p. 87).

Recently, my son pointed out in public that one family was black and white. He was so confused and said that this man was could not be this girl’s father because he was a different color. He mentioned that his friend Kaitlyn is Black, but her brother and parents are also Black. I was so embarrassed, and I do not know who heard because I immediately grabbed him and walked away. I can only hope that the family did not hear since they did not stop me and give me an ear full of their opinions. I told my son that everyone’s family is different. I said that families can come in all different colors, and he just said ok. He was content with my answer. He still notices what color people are, but since that day he has not verbally said anything.

I think I did a great job of answering my son in an anti-biased way. If he were older, I could have elaborated more about the many types of different families like blended, single-parent, and guardians, etc. If this occurred in my classroom, I could have read books or used puppets to talk about diversity like seen in, “Start Seeing Diversity: Physical Ability and Characteristics” (Laureate Education a, 2011). One teacher in, “Start Seeing Diversity: Race/Ethnicity,” used photographs of people of different colors to teach about diversity (Laureate Education b, 2011). We have learned a variety of ways to teach in an anti-bias way, and I really plan to implement newfound knowledge starting with my own children.

References:

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

Laureate Education a, Inc.. (Producer). (2011). EDUC 6357: Diversity, Development, and Learning. [Video]. In Start Seeing Diversity: Physical Ability and Characteristics. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6060948&Survey=1&47=7996221&ClientNodeID=984650&coursenav=1&bhcp=1

Laureate Education b, Inc.. (Producer). (2011). EDUC 6357: Diversity, Development, and Learning. [Video]. In Start Seeing Diversity: Race/Ethnicity. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6060948&Survey=1&47=7996221&ClientNodeID=984650&coursenav=1&bhcp=1

Gender, Gender Identity, and Sexual Orientation

This week we were asked to share our thoughts with our colleagues on at least two of the questions posted.

1.)Share some of the ways you noticed that homophobia and heterosexism permeate the world of young children including books, movies, toys, stores, culture of early childhood centers, and schools.

As I look around, I can see that toys and movies focus on heterosexism today. Nearly every little girl has a Barbie and Ken. Most girls even begin to fantasize about meeting a real Ken one day. The summer movie hit “Toy Story Three” included this Barbie and Ken scenario in their script recently. Today children also look in their classrooms and see posters of two parents including one male and one female, so children begin to assume that this is what is right (Derman-Sparks & Edwards, 2010). I have to personally set aside my opinions towards homophobia and expose children to all types of families because what they see through mass media is not what they may be getting around them in reality. The classic picture of a nuclear family is quickly fading, and it is being replaced with a blended, single, or homosexual families.

2.)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 decided to answer this question because I one day hope to be a Principal, so this is a situation I will without a doubt encounter. I would first start off by telling this parent that we need to step back and examine the bigger picture. The bigger picture is that my teacher is very qualified to teach thus why she was hired here. I may not agree with her lifestyle choices, but her heart has not changed and her passion and experience in teaching still remain. I need to bring to the parent’s attention that it is not the teacher she has a problem with, but it is her own personal bias she needs to work on. It is ok to not agree with her lifestyle choices, but she needs to learn to accept that we are all different. I would go one step further to say that this teacher’s homosexuality does not interfere with the children’s education, and I would gladly connect this unhappy parent with former happy parents to tell her how pleased they were with having her. I would also offer to have this parent back in my office again to really sit down and dig deeper to find out why this situation bothers her as well as offer resources to help her work through her personal bias. If we want our children to thrive in this diverse world, then we first need to expose them to it first, and we may have to help some adults unlearn their biases as well (Derman-Sparks & Edwards, 2010).

Reference:

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

Good-bye EDUC 6165

I honestly cannot believe that another eight weeks have past again! On top of that, I cannot fathom that we are three classes away from graduation! I want to take a moment to thank each one of you in my group for taking the time to read through my blogs and discussions each week. I was challenged by my colleagues to dig deeper for answers, and I have been verbally supported by each of you each week. I have no doubt that most of our paths will cross again in our future courses. If you wish to keep in touch, you should find me on facebook! I am on their every day. Until we meet at Graduation, good luck and thank you!

Communication In Action (Week 6)

According to O’Hair & Wiemann (2009), there are five stages of team development which consist of forming, storming, norming, performing, and adjourning. The last stage can be difficult for many. As a military spouse, I have had to say good-bye to my husband too many times. As an educator, I say good-bye to colleagues, families, and students yearly and sometimes more than that.

I do not think high-performing groups are hard to leave because the journey is truly just beginning. I have said good-bye to my fellow classmates every two months, but I have reconnected with many of them throughout our master’s program. Graduation is closely approaching, and this adjournment is going to be bittersweet. We will be saying good-bye to each other, but the doors to our future are about to open so much wider! High performing groups like our class seem easier to adjourn.

I find that the hardest groups to leave consist of ones that seem like family. After living with my college roommates for so long, it was so hard for me to say good-bye. We all still keep in touch, but my heart truly ached unlike when I say good-bye to my classmates. I find it is harder to adjourn with groups whom I intimately know or have known for a long period of time.

Every group that I have been a part of has had some sort of closing ritual. In our classroom, we say good-bye to each other via our blog accounts. As a military wife, I say good-bye with tears, kisses, and hugs. As an educator, I say good-bye with a hug and a big smile. Most people typically adjourn with a celebratory dinner or just a simple thank-you and good-bye (O’Hair & Weimann, 2009).

Adjourning is an essential part of teamwork because it means that our work is done, and it is clearly time to move on. It is necessary because it is a time to reflect on our accomplishments as well as failures (O’Hair & Weimann, 2009). I like to think of it on a positive note which is that I rather leave while things are still good, but every good thing must come to an end.

Reference:

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

Communication in Action (Week 5)

            This week we were asked to share a personal conflict we are having with someone that involves communication.  Then we were asked to reflect on how we could solve this problem based on some newfound knowledge we have learned in our course recently. 

I have really been struggling communicating with my son’s Kindergarten teacher.  A lot of parents are unhappy with how she is handling a few things.   His teacher sends home apples with students if they behaved during the day.  The entire first week of school went by, and my son did not bring home one apple.  I emailed her the following week only to find out that my son had a horrible week and, she literally had nothing good to say about him.  I was angry that she did not even let me know that he was having problems, and I was disappointed that she could not think of one good thing to say about him.  I am a firm believer that when I communicate with parents about a problem I am having, I must share something positive first.  She also sends out emails about twice a week if our student has not mastered a topic.  Our students are about to be assessed, and I have tried to seek guidance from her.  She simply told me to just go look at the standards online.  There is no way that she is going to test over all of them at one time, thus why I was seeking a short list.  I have confided in many parents, and they are also upset with the emails they are getting.  If so many of us are receiving them, then she needs to go back and re-teach!  Overall, the teacher is not slowing down and it seems like she is sticking to her agenda and not the children’s. 

Our course in communication has really taught me a lot of new knowledge and tips that could help me mend my problem.  One solution is to change the power dynamic.  I feel that his teacher is on a power trip thus why she is refusing to listen to parents because she feels that only she knows what is best.  I know the Principal well because we use to go to church together, so I have been considering setting up a conference with her and my son’s teacher.  Sometimes, we do have to seek higher authority.  I just do not want this to backfire and my son suffer because of it.  Another solution is to simply compromise which is what I have been doing.  I understand that she is my son’s teacher, so I am spending a lot of extra time at home tutoring him over everything that he is bringing home as well as rewarding him often for good behavior.  I do believe it is my job as a parent to reinforce what is happening at school.   

I would love to hear what my fellow professional colleagues have to say as well as parents!  Should I compromise and continue to do what I am doing, or should I go one step above the teacher and seek counsel from the Principal?

Who Am I As A Communicator? (Week 4)

     The three tests that we took this week that measured communication anxiety, verbal aggressiveness, and listening styles were really beneficial!  I scored a 36 in anxiety which seems like a good balance, and I scored a 77 in verbal aggressiveness.  I ended up in group one which is people-oriented in my listening style. 
     The one thing that surprised me the most was that the two people who measured me in these areas were so similar!  I was really anticipating some differences.  My closest friend had the same score as me in anxiety and listening, while my husband was just a few points off of my score in verbal.  The similarity really surprised me because I expected that I was going to be more critical of myself as a communicator when in reality I was right on target. 
     I did learn this week that I need to work on my verbal aggression.  I had no idea that I was aggressive until I took this test, and I was stunned when I saw my score!  I can specifically recall two events this week when I did resort to personal attacks, and I really can't recall if I said anything hurtful.  Since I am an educator, I am really going to work hard on biting my tongue because next time this incident could involve a small child.
     Since my scores were nearly identical among all three tests, I turned to facebook to poll my friends.  I asked them what they thought of me as a communicator as well as to share any weaknesses or strengths.  I was really shocked that only a few responded.   I think this could have been because they did not want to hurt my feelings.  Anyhow, the ones that responded shared that I am very direct, informative, and I am not afraid to share anything. This could be similar to my verbal aggression.  They continued to say that I am a really good listener which coincides with me being people-oriented.  Overall, everything that was said directly reflected my scores!

Communication in Action (Week 3)

   
I do find that I communicate differently when I am with different groups in my community.  First, I find myself being really modest and reserve when I am in church.  I am always smiling and greeting people with a handshake.  I do not share to much about my personal life, and I do more listening than talking.  Second, I find myself more laid back when I am surrounded with fellow military spouses waiting at the bus stop.  We talk about our personal life and use slang.  Third, I realize that I communicate differently when I talk to my son's teacher.  Even though I am a teacher myself, I listen attentively and remind myself of my role as a parent.  We have communicated via email that we are partners in my son's learning. Fourth, I also notice that I communicate differently with Korean people.  I can only say a few words in their language, so I say them when I pass a person by and smile.  I use a lot of nonverbal actions to communicate with the Koreans here in general.  Overall, I do not think about how I communicate with different groups of people, but I obviously do.  However, I feel that it comes naturally.

Communication in Action (Week 2)

            This week I watched an episode of Army Wives with the sound off and then turned on.  When I watched it without any sound, I could tell that the characters were all very close.  I saw a lot of hugging, smiling and touching.  These people did not look like family, but they obviously felt like one.  I had to rely on a lot of facial expressions to tell me what they were feeling and expressing.  Through this, I could see happiness, distress, sadness, and anger.  I had a general grasp about what was really going on, but the lack of verbal communication made it really hard to understand the characters.

            I watched the episode a second time with the sound turned on, and what a difference that made!  I was able to hear all the details about each character and the plot.  I really got to know the characters this time around, and I could even sympathize with them! I do believe that my assumptions would have been even clearer and correct if I had been watching a show that I watch regularly. 

            This assignment was really insightful and beneficial.   I realized how important verbal communication is because I really did not comprehend crucial details with the sound off.  However, I realize that nonverbal communication can speak volumes, so I am really taking a step back to examine myself in this area.  Overall, I have to say that there needs to be a balance between nonverbal and verbal communication skills and cues in order to really be an effective communicator.