Observing Communication

     My observation occurred within a regular classroom at school that consisted of 21 first grade students (10 males and 11 females).   The students were informed that Mrs. Moore would be coming into the class to observe.  A majority of the students I knew from seeing in the building but there were about 8 that were not familiar with me at all nor I with them.    As I entered the room, the teacher introduced me and one particular boy arose from his seat and came and gave me a hug.  The others smiled and waved. 

     The teacher started her lesson by sitting at her desk giving instructions to a new activity that the class would be participating in (Around the World Sight Word).  Students would be competing against each other on sight words displayed on the board based on who could identify and say the word the fastest.  As the teacher delivered the directions, most sat quietly and was tuned into what the teacher was explaining.  Throughout the activity most showed excitement and cheered their classmates on.  Actually I did not see any student not willingly participating as they all wanted to be the last one standing.  Most students throughout discussed and laughed as the words were being displayed on the board with their peer sitting beside them.  I noticed that the young man who gave me a hug earlier sat attentively and whispered the words to himself as they were shown on the board.

     Once the game was completed, students were then given directions on moving to the appropriate reading stations.  All but four students quickly moved to their appropriate activity stations, while those students made their way to the teacher to guide them to which place they were to go.  This would have been the perfect opportunity to question or encourage these students to use the chart to find their name and the particular activity they were to join instead of just pointing to the station.  This was not an effective interaction in which either improved upon the skills needed (Kontos & Wilcox-Herzog, 1997).

     Through my observation I noticed that not much teacher communication was being held.  The teacher congratulated the students rarely for their correct pronunciation of the word being displayed but there was not a lot of authentic conversations being held between the children and teacher.  As opposed to the teacher sitting at her desk, she could have been more useful and practical by walking around the room and discussing certain words with students and have them use the words in sentences based on their personal experience (Massey 2005: Sharp 2005).  She could have also held a small group activity for those that struggled, needed challenging, or being creative in how the entire activity was handled.  There were never any questions, offering of assistance, or encouragement to the students as they stood to say their words.  It was just basically teacher driven instruction.  As Cazden (1972) stated, this would have been an ideal time to allowing the students the opportunity to expand their vocabulary and extend their ideas through the use of word knowledge.

     As I reflected upon the communication strategies I use with my student and child.  I make it a point to give positive feedback in all situations and to allow the children the opportunity to share their thought process with me.  My students know that there are no wrong answers within my classroom and that all questions are quality questions that have not been asked yet.  So I make it a point to keep the conversation and open, flexible, thought provoking with real life experiences that must relate to the discussion or lesson.  I am committed to understanding that through their voices I can always learn if I continue to listen and am approachable, candid and responsive to their needs. 

References:

Cazden, C. (1972). Child language and education. New York: Holt, Rinehart

     & Winston.

Massey, S. (2005). Teacher-child conversation in the preschool classroom.

     Early Childhood Education Journal 31.

Sharp, E. (2005). Learning through talk in the early years. Thousand Oaks,

     CA: Sage.

Wilcox-Herzog, A., Kontos, S. (1998). The nature of teacher talk in early

     childhood classrooms an dits relationship to children's play with objects

     and peers. Journal of Genetic Psychology 159.

Creating Affirming Environments

     In creating my learning environment, I understand that it is important for me to recognize and incorporate diversity into the environment by creating a safe place where all students feels respected and comfortable.  In doing this, I have posters, books, puzzles,  and cloth and material related to traditions and celebrations that are a true representation of all the students (portraying different genders, races, disabilities, shapes, and sizes) so they know and are aware that their identity and culture are significant and matter to everyone. 

     As I teach elementary students, one of the most important strategies I like to include at the beginning of the school year is to become familiar with others customs and practices by having students bring in two items that are symbolic within their culture.  Being that most of my students are not culturally exposed, I incorporate a monthly session with either a parent or community member who will come out and speak to the children about issues that are prevalent within our area because of lack of knowledge and stereotypes.  This is a time for parents to also come out and voice their opinions and concerns, as well as a learning opportunity for all.  Another approach I use is to include activities that encourage dialogue.  I notice that once children are comfortable they tend to want to continue the activity but turn it into a discussion by sharing their views and preconceived notions (whether right or wrong) with their peers which they eventually connect it to their home lives and studies.  When I hear students speaking negatively or excluding another because of their identity, I immediately intervene and make a connection to those that are doing the ousting.  I remind them that at some point and time, we all have been cast out and have them reflect upon those feelings.  It does not take long for most to apologize and correct their behavior. As I read the many ideas shared by BJ Richards, (2010), I knew I was on the right track to having an environment that my children feel safe, loved, nurtured and can develop a strong positive self-identify while also being compassionate for their fellow classmates.

     I also understand that advocating and encouraging diversity within the classroom is not a one time lesson, but a constant way of life and teaching that includes an approach that accommodating, understanding, and accepting of others.

References:

Derman-Sparks, L , Olsen Edwards, J., Richards, B. (2010). Anti-bias education for young children and ourselves. National Association for the Education of Young Children. Washington, DC.