Evaluating Impacts on Professional Practice

     The “ism” that I might expect for the children and families with whom I work are classism and racism.  Within my small county of 8000, the Hispanic population of 570 (6 percent) is far lower than the national average of 12 percent. (U.S. Census, 2006) within most counties, yet we still show little effort in welcoming our new neighbors.  The county is made mostly of blacks at 81 percent and whites at 11 percent.   The new faces, language, and customs have many threatened and unsure as to what will become of our small town and practices.  Most of the families in our area work minimal wage jobs and mostly at the peach industries that employ men, with women left to care for the children.  The women speak little English as their children are left to translate any material being sent home.  Most assignments or paperwork sent home is not completed or returned to school because the parents are not educated, literate or knowledgeable about the resources available within the community.  This is a common practice whether you are speaking regarding the Hispanic or Black population.  Several teachers, within our school, view parents as lazy, not interested in their children’s well-being, uneducated, and continue to want to be supported by the system (those who do and want to work).

     Recently I had several students (5) to qualify for receiving services through the special education department.  However, three of the parents did not speak English and the students were also receiving services through the ELL (English Learning Program). When the students were given the paperwork to take home regarding the meeting date and time their teachers informed me that “hopefully you’ll be able to get some response because we have not all year, maybe they are too busy taking care of their many children to come out and see about this one”.  It was after this comment that I called the parent, who did speak little English to invite them personally to the meeting.  After several days and no response on the notice, I visited our school’s ELL teacher and asked that she call the parents to see if they in fact were attending the meeting and if they needed a translator.  By the next morning, she was responding that the mother would attend and she would be there to translate interpret, and explain the purpose of the meeting and the services her child would receive. After witnessing and imagining how difficult it must have been for this parent, to speak little English and be in a room of six other adults, who did not understand her or her feelings, I thought how lonely it must feel.  It was at this moment that I scribbled a note to our Director that we could start by making this transition easier for non-English speaking parents would be to translate our meeting notice.  She immediately agreed and had it scanned, translated, and distributed to all schools within a few days. 

     I can vividly recall experiencing racism growing up from those within and outside of my race.  I can still hear the names of “blighty” (black/white), albino (because of my lighter complexion and red hair) and not having anyone to express my feelings too. Teachers were not compassionate in that they often triggered the name calling as they would often say, “Hmmm what color would you use to color yourself”.  It is my hope that we lay the foundation in instilling in our little children the value and acceptance of being different and unique while also acknowledging our likenesses.  When we as educators and adults have more information about who we are educating, we strive to provide the proper resources to become well-informed.  Gonzalez-Mena (2008) tells us, we cannot educate or care for the child without taking the family into consideration.  As teachers and leaders within the community, we must see to it that we are embracing all without stereotyping and thinking negatively about others before we know the facts. 

References:

Gonzalez-Mena, J. (2008). Foundations of early childhood education. Teaching children in diverse setting. 4^th ed. New York: McGraw-Hill.

United States Census. 2012. Retrieved from http://quickfacts.census.gov/qfd/states/13/1331096.html

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.

What I Have Learned

    

     My hope for working with children and families who come from diverse backgrounds is for my family, friends, and colleagues to grasp the importance of being more mindful of others around them, especially those who are unlike themselves.  Everything from the way we speak to our nonverbal gestures can make all the difference in how we or others are perceived.  If we want children to like themselves and value diversity, we must learn how to help them resist the biases and prejudices that are still far too common in our society.  Therefore, it is essential that we help young children build strong self-identities by teaching them to resist bias, and to value the differences between people as much as the similarities.

               

     The one goal I have for the early childhood field related to diversity, equity, and social justice is for all educators to look beyond the curriculum and use the world’s issues within the classroom.  These are the very things that our children are dealing with daily.  It is important for all students to be acknowledged and be aware that their circumstance does not make them; it is how they will use their experiences to become a better person while helping those around them.

     Classmates, I cannot believe that we are one again at the end of yet another fruitful course.  I am truly THANKFUL for everyone’s thoughts, insights, and words of intelligence.  Please know that it would have been difficult to make it through without your opinions, which urged me on weekly.  I again, look forward to seeing you in the upcoming courses (as I am always so pleased to see an old name- who needs faces)!  Take care and know that you all are blessed!!

Terri

Creating Art

I am who I am

Even though I do not look like you

We have the same traits

If you would only look beyond my hue

We are both intelligent creatures

Who learn differently

But it is only our identity

That causes disturbances significantly

The teachers won’t integrate their classes

Keeping the dominate culture developed

Reaching their full potential

While the majority are being set aside and labeled

We must educate the media to keep sexism out

As many are unseen in movies, commercials, and books

The persona dolls helps in providing a diversified look

Our hidden messages should be realized and faced

In order to witness other perspectives

We have to personify our identities

And learn through our ongoing self reflections

Why can’t we just let children be?

And teach them to the best of their ability

Engage, mentor, and inspire them

Isn’t that what makes a wholesome society

The nation's children are growing up in a nation and a world that is increasingly becoming more diverse.  Therefore, it is the educators who must prepare the students to understand how to interact and be sensitive to the collection of varied cultures  that they will encounter and impact them and their families.  We must constantly ask ourselves are we doing our part in making sure that all of the children we service are being met?

Terri M. Moore

"We Don't Say Those Words in Public"

     I can recall a time recently when my family and I were in the mall and I decided to stop at the makeup counter of a department store.  I was asking questions on a specific brand when I overheard a daughter (who was around 5 years old) asking her mom if the salesperson was a lady or man.  The mom ignored her mom initially, which only caused the child to continue on with the gender questioning of the salesperson.  Finally, at the persistent of the child, the mom angrily responded to the child that, “the “man” was there to help customers and should or could not be interrupted by blabbering children”.  The mother quickly walked away, tugging the child along, as she was clearly embarrassed by her child’s comment.

     The message being communicated to the child through this interaction was that it was not okay to question or try to retrieve answers based on their curiosity.  The child may have felt that it was not okay to talk openly, or at all, about differences that they witness daily causing them to possible have an internalized bias against people unlike those they are related to or familiar with.

     This would have been the perfect time for the parent to use this as a teachable moment, stayed calm and responded to the question without making a big deal of it.  Based on the physical features of the salesperson it was unclear as to the gender, so I certainly can identify with a child being doubtful.  Being that the mom did not want to address this in the store, I surely hope she attended to the inquisitiveness of her daughter in private as she openly discussed her uneasiness and feelings towards the subject while also finding an appropriate way and time to answer any and all questions.  Eric Hoffman (2010), a contributing writer, suggested that we adhere to the following guidelines when responding to children’s curiosity:

·         Listen, stay calm, and don’t make assumptions about the child

·         Listen for their feelings behind their words (is it just curiosity or discomfort).

·         Figure out exactly what the child wants to know and answer it by responding  matter-of-factly

·         Follow up either by conversation or activities

References:

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

Gender, Gender Identity, and Sexual Orientation

Prejudice against gays and lesbians are not something that is tackled in the classroom or on the curriculum.  Therefore some of the ways that I have noticed that homophobia and heterosexism permeate the world of young children in all that they see daily is that there is no or little mention or reference to either in books at school, movies for the younger age group, educational setting or stores they visit.  By age two, toddlers are beginning to notice and comment on gender differences and have assigned their playmates labels (girl, boy) (Ramsey 2004).  Everything in our culture is gender related, with girls being cultivated and boys geared toward enhancing their natural abilities.  All children are curious and want to know about the world surrounding them, and gay and lesbian individuals are a part of their world and often daily life, yet we steer clear of the subject because of our personal feelings.  The books we read to them do not include couples of the same sex, through play most teachers discourage boys to take on any roles such as washing dishes, playing nurse, or feeding the baby.  These are all roles that most fathers perform, yet we deter our young boys to participate in this learning experience.  Children and families are continuing to transform and society must work towards being understanding and accepting of all.

     Currently in my school there are no books or movies in the media center related to one’s homophobia.  And when I asked several colleagues if they addressed this within their curriculum they wholeheartedly stated absolutely not.  We must be willing to expand and explore our limited knowledge in order to create a non-homophobic atmosphere that meets the needs of all (lesbian, gay, bisexual, educators, parents and their children).  We can start by incorporating stories and pictures of families that represent differences in families and having an open discussion on the similarities and differences.  If there is a family within your classroom that you area aware of as same-sex, invite them to come out and speak of their lifestyle while encouraging everyone to be nonjudgmental and open-minded, even if they do not agree with their choice.  As stated in the Gender video this week, we need many different opinions to see the many different views outside of our own

     Earlier this week my son, who is ten, and I were watching the opening ceremony of the President’s Dinner Party for the Ambassador of Camden.  Individuals and their wives, husbands, and significant others were being introduced.  As we watched this, my son started to ask why the same-sex couples were holding hands and shared the same name.  Were they indeed married?  I took this opportunity to share with him that in some states, marriage of the same-sex is legal and that love is a beautiful event no matter the difference in gender, color, race, or age.  He later responded that some of the married men and women looked unhappy and not really wanting to be there as opposed to the same-sex couples who appeared to be truly thrilled to be with their partner.

References:

Laureate Education, 2011. Start seeing diversity: sexual orientation

Ramsey, P. 1991. Young children’s awareness and understanding of social  class differences. Journal of Genetic Psychology