What I have learned

Stereotypes lead to what is perhaps the most severe barrier to intercultural communication: prejudice, a deep-seated feeling of unkindness and ill will toward particular groups, usually based on negative stereotypes and feeling of superiority over those groups (O'Hair & Wiemann, 2012).

Therefore, I hope that all children and families I work with can change any discomforts into comforts, for example, starting with children and families' communities and schools. What I have learned, when children and families feel a part of the dominant culture their achievement and success are clearly in their destination.
In addition, these are my goals, I would like for the early childhood field related to the issue of diversity: Different, Individuals, Valuing, Each other, Regardless of, Skin, Intellect, Talents or, Years.

1. To keep the early childhood field knowledgeable of new anti-bias workshops.
2. To help educators to grow and expand on anti-bias skills.
3. To encourage families and communities to participate in anti-bias workshops.

Secondly, I have learned and understand as my anti-bias education move forward, to keep in mind that equity is important to all cultures, children, and to their families. That equity should be represented in children's classrooms, for example, toys, books, and the classroom environment. In addition, resources should be access to all communities.

Thirdly, social justice has to change from "unfair" to "fairness." One of the finest hopes we can have for our children is to give them a just world-a world that recognizes human beings they are; a world where every child has equal access to the opportunities to become all he or she can be. Early childhood educators care deeply about what happens to children (Derman-Sparks & Edward, 2010). 

Lastly, I like to thank Dr. Klein and my colleagues for supporting me on this journey.  What made this course enjoyable and powerful are the feedbacks from your early childhood journey, your career experiences, and your opinions.  Thank you for teaching me your views on diversity.

Reference:

O’Hair, D., & Wiemann, M. (2012).  Real Communication: An introduction. New York: Bedford St. Martin’s Baltimore.

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

CHANGING THROUGH EARLY CHILDHOOD EDUCATION !

 DEVELOPING CHANGE!

 

IGNORE BIAS BEHAVIOR!                          VALUE OTHER CULTURES
  EXPECT DIFFERENCES                                                                               RESPECT OTHERS!                                                                                                                               

STAND UP, IDENTIFY AND TEACH YOUNG CHILDREN ANTI-BIAS!

“We Don’t Say Those Words in Class!”

Concern about addressing differences arises from mistaken notion of the sources of bias. It is not differences in themselves that cause the problems, but how people respond to differences (Pelo, 2008).

When a child sees someone that is different from what he or she is use to seeing in their young life, most respond to the situation differently, for example, a child may point at the person or object that the child finds strange. Sometimes, a child yell out what he or she sees that is unique or different, and do not understand that yelling out is wrong. When a child who completely staring out of shock because he or she does not understand “Why” the person is different from them.

When my grandson responding by pointing, the first thing I tell him that it is not polite. I also explain to him, why it is not polite to point at anyone for any reasons. However, the most important area of explaining to my grandson is to be careful of the words that he may use when talking about the person that is different because the words can hurt or destroy a person’s feeling.

Some adults let a child’s behavior speaks for their curiosity by pointing. There are some adults who also let a child speaks out about the diversity, but do not explain why it is wrong for the child not to comment in front of the person, for example, he is a small man or he has no legs. This is wrong for a child to bring attention to the person that is different. Then there are some adults that overlook, deny, or ignore the whole situation of what the child is experiencing when she or he is seeing when someone that is different is around.

As an anti-bias educator the ways to respond to a child’s (or classroom’s) understanding:

Do not dismiss children’s expression of anxiety, fear, or rejection of disabilities.

Plan learning experiences to counter misconception.

Help all children find ways to learn from each other. Through your actions as well as your words, always convey the message that although we are all different, we all contribute (Derman-Sparks & Edward, 2010).

Reference:

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

Pelo, A. (Ed.) (2008). Rethinking early childhood education. Milwaukee, WI: Rethinking Schools.

Gender, Gender Identity, and Sexual Orientation

Although children may not understand the full meaning of their biased comments, these can become the basis for more developed prejudice if adults do not respond to them (Pelo, 2008).

The forms homophobia and heterosexism permeate throughout the world of young impression children becoming easy prey on are from churches, and boys/girls scout clubs.  I find that these are some of major sources that form a bond with children.  Most social clubs or private memberships of social gathering have an impact that do damage to children’s mind.  In addition, the home setting help reinforce these behaviors that social groups teach bias, discrimination, and dogma ways that cannot be control.

Sometimes parents/families do not understand the reason their child is in the program.  Some parents sign their child up to have fun and maybe direct the staff. However, many parents put their children in places because it is convenient to their home, cheap, or a friend may have referred them to the center/school.  They do not understand that children learn in a program by a qualified person. As a teacher, I would ask the parents/families to come in to observe the person who he or she feels uncomfortable about, and I also would have the parents/families talk with the director of the program to make sure the parents or families understand that we do not discriminate against anyone of diversity.

Reference:

Pelo, A. (Ed.). (2008). Rethinking early childhood education. Milwaukee, WI: Rethinking Schools.
 

Blog Wk. 8

                                                                   

Culture is a learned system of thought and behavior that belongs to and typifies a relatively large group of people; it is the composite of their shared beliefs, values, and practices.  As colleagues, we investigate how culture is learned, how it affects our communication, and why learning how to communicate among different cultures is so important (O'Hair & Wiemann, 2012).

When I came to Walden University, I became a member of a community, a culture of self-directed work team. My colleagues encouraged my work, deepened my knowledge, and helped me to understand the vision goal of effective communication skills.   Therefore, with good judgment, I have supported my colleagues, by identifying some problems, implementing some solutions as an effective communicator and collaborator.

In addition, I was able to discussed and accomplished goals with a team.  As a self work-teams,  many typical management function is completely controlled by the team members.  For example, members arrange their own schedules, buy their own equipment, and set their own standards for productivity, quality, and costs. The theory is that when people have more control over their work, they have a more positive attitude and are more committed to the group (O'Hair & Wiemann, 2012).

Finally, as my colleagues move forward with their education journey, I wish that my colleagues continue to build, and enhance their communication and collaboration skills in their professional and personal journey. I like to take this time to thank everyone, Dr. Carson, and my colleagues for a great eight weeks of the learning experience, and for completing our goals. My e-mail: Tamarahhibbert@ymail.com.

Blog wk.6

Perhaps the most dramatic impact of self-direct teams is the improved performance and behavior of employees throughout the organization.  In enterprise characterized by a self-directed team, the environment is marked by cooperation rather than competition (O’Hair & Wiemann, 2012).

High-performed organizations are the least team to build a bond with colleagues. For example, colleagues are more in competition with each other and hardly ever share their personal connections.  Groups with the clearest establish norms are mostly, energetic teams that enjoy their job, and love what they do for a living.  For instance, jobs at amusement parks, and jobs that help motivate people to achieved their goals and dreams

In addition, group identity grows stronger as members begin to recognize the important of their roles within the company and the need to cooperate to accomplish goals.

I worked at the Van Dyke Community Center for over three years, and at this site, the team had established a close-knit bond, developed a friendship with children, teens, and young adults.  This team became a love hate relationship among the team.  There were many conflicts with staff, but the work never fell off track of his or her goals for the children that we had served.  As the season progresses, the group member bond, conflicts erupt, and alliances are forged and reforged (O’Hair & Wiemann, 2012).

While working with this team, it was a great experienced.  However, the team never had adjourned together.

I understand that the on-line master's program is teamwork, but it is not the same as a team in a classroom. I would love to picture us marching to the graduation's tune. I realize that some of my colleagues had formed a friendship, and will stay connected.  I strongly believe that some of us will continue on their educational journey for their doctorate, and probably some of us may cross path again.

I think it is essential, and a high perspective to have closure.  To adjourn with the ones we started with, but the best thing of them all, is to know that we have completed the task.  Therefore, it is time to move on, and sad to say farewell to your colleagues.

Reference:

O’Hair, D., & Wiemann, M. (2012). Real communication: An introduction (2nd Ed.). New York:

           Bedford/St. Martin’s Press.

Blog Assignment WK. 5

Power dynamics are often at play in the workplace, where your boss determines the nature of your work and can fire, promote, or transfer you (O’Hair & Wiemann, 2012, p. 226).

I had just received a promotion at my job (NYCHA).  So I was transfer to another site. A workplace is just like a home.  The workplace needs a plan, schedule, and cooperation from everyone that is in the setting.

I came to the site with the 3R’s and NVC to the workplace.  However, there are some workers that do not like change, and there are some who would not cooperate with other employees. There was one employee that refused to cooperate with the new development.

The first strategy I chose was to compromise with this employee because her role (food monitor) was just as necessary to the program and need to be respect.  However, her attitude and work still showed poor performance practices, for example; She was skipping out from the program before the food would be delivered.  The snacks and meals were not ready for the children.  This employee continues with her poor behavior habits.

Therefore, my second strategies I chose were to have a meeting with the minds.  We had a sit down meeting with her, her boss and my boss and I, in all due fairness; I wanted to know how she felt.  Did she want a transfer? What is her expectation of her work and what goal she had for her part.

  The employee thanks me for listening to her cause and the effect of her performance.  I thank her for letting me know how she felt about responsibility.

As we began to get back on schedule, I signed her up as a volunteer because she wanted to be apart of the program. The Spelling Bee Contest was coming up, and we worked with the children as a team. We won that year for the 2006, 5grade spelling bee.

We no longer work together anymore. I had a promotion for another site, as well as this employee, but when I see her, she gives me the biggest hug.

Most of my colleagues call me for advice about handling conflicts.  Some companies do not give training about the 3R’s and NVC, or how to handle conflicts in the workplace.  However, I believed your workplace is like running your home. For instance, the 3R’s and NVC must be implemented right from the start.  Assertive people are generally effective at handling conflicts because they do not let negative emotions like anxiety, guilt, or embarrassment get in the way and they stand up for what they believe is right (O’Hair & Wiemann, 2012, p. 237).

Reference:

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

 Rosenberg, M. (2010, 05 27). The center for nonviolence communication. Retrieved from http://www.cnvc.org/learn/nvc-foundations