I have not had any conflicts or disagreements of late. However, I have been contemplating an upcoming meeting with the parents of one of my students. At this meeting, I will be addressing learning issues this particular student is experiencing. This student is in the fifth grade and this is the first time these issues are being addressed.
I am not anticipating that there will be conflict, but just the same, I want to be prepared because there is a possibility the parents will have difficulty hearing that their son is in need of extra help. No parent wants to hear their child faces issues that warrant special services and I truly wish I did not have to deliver the news.
In preparation for this event, I plan to have the needed documentation to support the child’s need for further testing. Along with the documentation I want the parents to understand I have the student’s best interest at heart and I want him to get the help he needs so he can succeed academically, socially, and emotionally. More than that, I want to know what they as the parent want for their child. I want them to know that I care and want to work with them to give their child what he needs and to support them in their parental responsibilities. I want to make sure I am respectful of the parents and help them understand their rights and their child’s rights. I want to be responsive to the families’ needs and open the door for the respect and responsiveness to be reciprocal.
How am I going to do that? First, I am going to warmly welcome them. Then I am going to ask them what they love about their child and what they want for him. I will then tell them all the positives I feel their son exhibits. I will say, “I am hoping you can help me.” I will then outline the issues their son is facing. Next, I will outline the plan I have developed, and ask them for their support and if there is any additional things we can do together to help their son. By incorporating school/teacher strategies with parental strategies I hope to create a joint effort and plan where the child will be the beneficiary of being supported in his life by those who care for and want the best for him.
Saturday, October 6, 2012
Saturday, September 29, 2012
Becoming a Competent Communicator
In completing the assignment of comparing my profile scores about myself with those of the participant scores in regard to my communication skills was climatic. I was surprised that there were no surprises. The views of my two contributors were very similar to my own opinions of myself. The two contributors have known me for many years. Longevity of familiarity with some may hold a key in comparing perceptions of who we are.
Two insights about communication that I found helpful for me as a professional and in my personal life are connected with my own self-image. The first being, “The self-concept has incredible power to shape your communication with others. It can shape what you think of other people because your perceptions of others are related to how you view yourself” (O’Hair & Wiemann, 2012, p. 74). Second, as we interact with others, we assess impressions others may have of us and we include such ideas in our self-concept (O’Hair & Wiemann, 2012).
I believe one’s self-concept is a guiding force in determining potential as a capable communicator. Therefore, this leads me to the conclusion that I need to be acutely aware of how I feel about myself. Including rituals such as self-reflection will be valuable as I endeavor to solidify confidence and knowledge as an effective communicator.
Reference
O'Hair, D., & Wiemann, M. (2012). Real communication: An introduction. New York:
Bedford/St. Martin's
Two insights about communication that I found helpful for me as a professional and in my personal life are connected with my own self-image. The first being, “The self-concept has incredible power to shape your communication with others. It can shape what you think of other people because your perceptions of others are related to how you view yourself” (O’Hair & Wiemann, 2012, p. 74). Second, as we interact with others, we assess impressions others may have of us and we include such ideas in our self-concept (O’Hair & Wiemann, 2012).
I believe one’s self-concept is a guiding force in determining potential as a capable communicator. Therefore, this leads me to the conclusion that I need to be acutely aware of how I feel about myself. Including rituals such as self-reflection will be valuable as I endeavor to solidify confidence and knowledge as an effective communicator.
Reference
O'Hair, D., & Wiemann, M. (2012). Real communication: An introduction. New York:
Bedford/St. Martin's
Thursday, September 20, 2012
Communicating in a Culturally Diverse World
Communication with my immediate family is typically done in a relaxed fashion, with my professional peers depending how well I know them I am usually more formal, and my style varies as I interact with students and/or their families depending on how firm our relationship is. As I engage in relationships with such groups, there is one attribute recommended by O’Hair and Wiemann (2009) that I must nurture which is making sure I am always mindful of who I am talking to and what I am saying.
Being aware of my own culture is another item with which I must be familiar. Such mindfulness is an obvious action that will help me become accepting and respectful of others cultures (O’Hair & Wiemann, 2009). Developing appropriate and lasting relationships is based on being culturally aware and mindful of ourselves and others (Gonzalez-Mena, 2010).
For me, the pinnacle of communication is being an effective listener. Such a skill needs to be tied into being mindful. I feel that is important to be able to understand that our own perceptions may impede our ability to understand a speaker’s intentions (O’Hair, Friedrich, & Dixon, 2011).
The following expressions about mindfulness helps me to understand how such a quality is essential to being a better communicator. These and other such quotes are contributed by the Guided Meditation Site (n.d.):
The practice of mindfulness begins in the small, remote cave of your unconscious mind and blossoms with the sunlight of your conscious life, reaching far beyond the people and places you can see. (Earon Davis)
Some people do not know the difference between mindfulness and concentration. They concentrate on what they're doing, thinking that is being mindful. . . . We can concentrate on what we are doing, but if we are not mindful at the same time, with the ability to reflect on the moment, then if somebody interferes with our concentration, we may blow up, get carried away by anger at being frustrated. If we are mindful, we are aware of the tendency to first concentrate and then to feel anger when something interferes with that concentration. With mindfulness we can concentrate when it is appropriate to do so and not concentrate when it is appropriate not to do so. (Ajahn Sumedho)
References
Gonzalez-Mena, J. (2010). 50 strategies for communicating and working with diverse families. Upper Saddle River, NJ: Pearson Education, Inc.
Guided Meditation Site. (n.d.). Retrieved from the Guided Meditation Site @ http://www.the-guided-meditation-site.com/mindful-quotes.html
O'Hair, D., Friedrich, G. W., & Dixon, L. D. (2011). Strategic communication in business and the professions. Boston, MA: Allyn & Bacon.
O'Hair, D., & Wiemann, M. (2012). Real communication: An introduction. New York: Bedford/St. Martin's
Being aware of my own culture is another item with which I must be familiar. Such mindfulness is an obvious action that will help me become accepting and respectful of others cultures (O’Hair & Wiemann, 2009). Developing appropriate and lasting relationships is based on being culturally aware and mindful of ourselves and others (Gonzalez-Mena, 2010).
For me, the pinnacle of communication is being an effective listener. Such a skill needs to be tied into being mindful. I feel that is important to be able to understand that our own perceptions may impede our ability to understand a speaker’s intentions (O’Hair, Friedrich, & Dixon, 2011).
The following expressions about mindfulness helps me to understand how such a quality is essential to being a better communicator. These and other such quotes are contributed by the Guided Meditation Site (n.d.):
The practice of mindfulness begins in the small, remote cave of your unconscious mind and blossoms with the sunlight of your conscious life, reaching far beyond the people and places you can see. (Earon Davis)
Some people do not know the difference between mindfulness and concentration. They concentrate on what they're doing, thinking that is being mindful. . . . We can concentrate on what we are doing, but if we are not mindful at the same time, with the ability to reflect on the moment, then if somebody interferes with our concentration, we may blow up, get carried away by anger at being frustrated. If we are mindful, we are aware of the tendency to first concentrate and then to feel anger when something interferes with that concentration. With mindfulness we can concentrate when it is appropriate to do so and not concentrate when it is appropriate not to do so. (Ajahn Sumedho)
References
Gonzalez-Mena, J. (2010). 50 strategies for communicating and working with diverse families. Upper Saddle River, NJ: Pearson Education, Inc.
Guided Meditation Site. (n.d.). Retrieved from the Guided Meditation Site @ http://www.the-guided-meditation-site.com/mindful-quotes.html
O'Hair, D., Friedrich, G. W., & Dixon, L. D. (2011). Strategic communication in business and the professions. Boston, MA: Allyn & Bacon.
O'Hair, D., & Wiemann, M. (2012). Real communication: An introduction. New York: Bedford/St. Martin's
Saturday, September 15, 2012
Communication in Action
I was looking forward to this assignment, as I never seem to have time to watch TV. I was ready to be entertained by Two and a Half Men. I watched this show one other time over two years ago when Charlie Sheen was part of the cast.
Viewing the show without sound was unusual, but provocative. I paid close attention to the body language, facial expressions, and lip formation of words more so than I would have with sound. Without words I had to assume many things since I have not been following the storyline.
I assumed a strained relationship between the two adult men was taking place caused by a women and her child. I concluded it was Ashton Kutcher who played the character of Walden. I made this conclusion because the child had drawn a picture of a man and labeled him Walden. I presumed that Jon Cryer’s character had been asked to move out of the house which was causing him to experience emotional stress which led to a heart attack.
At the hospital, Jon Cryer was visited by a ghost. I assumed the ghost was the former character of Charlie Sheen (Charlie) because of the attire. The ghost was played by Cathy Bates.
All of my guesses about the story were based on facial expressions (especially the eyes), expressions with hands, body movements, attire worn by the cast, and background settings. I can see how non-verbal cues are taken for granted as we communicate with words. Although non-verbal cues, and surrounding environments are often overlooked they are important to guiding our assessments or outcomes as we engage in communication.
With sound I found out that I was pretty close to the storyline. I have to admit that because there was much in the news about the show due to Charlie Sheen, I may have picked up on some themes of the show. Additional features with sound allowed me to know the names of the characters, and to have an understanding of the elusive innuendos of each character. This was evidenced by learning about Alan’s insecurities and inability to live on his own.
I found the following quote quite applicable:
”The most important thing in communication is hearing what isn't said.”
--Peter F. Drucker
Viewing the show without sound was unusual, but provocative. I paid close attention to the body language, facial expressions, and lip formation of words more so than I would have with sound. Without words I had to assume many things since I have not been following the storyline.
I assumed a strained relationship between the two adult men was taking place caused by a women and her child. I concluded it was Ashton Kutcher who played the character of Walden. I made this conclusion because the child had drawn a picture of a man and labeled him Walden. I presumed that Jon Cryer’s character had been asked to move out of the house which was causing him to experience emotional stress which led to a heart attack.
At the hospital, Jon Cryer was visited by a ghost. I assumed the ghost was the former character of Charlie Sheen (Charlie) because of the attire. The ghost was played by Cathy Bates.
All of my guesses about the story were based on facial expressions (especially the eyes), expressions with hands, body movements, attire worn by the cast, and background settings. I can see how non-verbal cues are taken for granted as we communicate with words. Although non-verbal cues, and surrounding environments are often overlooked they are important to guiding our assessments or outcomes as we engage in communication.
With sound I found out that I was pretty close to the storyline. I have to admit that because there was much in the news about the show due to Charlie Sheen, I may have picked up on some themes of the show. Additional features with sound allowed me to know the names of the characters, and to have an understanding of the elusive innuendos of each character. This was evidenced by learning about Alan’s insecurities and inability to live on his own.
I found the following quote quite applicable:
”The most important thing in communication is hearing what isn't said.”
--Peter F. Drucker
Friday, September 7, 2012
My Communication Mentor
The one person I look to for communication guidance is my husband (LaMar). I admire the way he is able to walk up to someone he does not know and become immediate friends. This can happen in a store, on a bus, at a community function, or wherever he seems to be. He has the ability to make people feel comfortable and can often change their somber or angry moods to pleasant and happy ones.
He teaches at an alternative school, where you need to have much finesse when working with wayward teenagers. He seems to understand each individual, their situation and is able to take the majority of them from low self-esteem to knowing they have the ability in making their lives worthwhile.
I believe the reason he has so much success with people is he accepts them for who they are and where they are at that very moment in their lives. He genuinely likes people and cares about what happens to them.
When he participates in conversations with people, he always makes the conversation about the person he is talking to, not about himself. He has enough confidence and self-esteem that he does not have to “toot his own horn”. People are usually drawn to those who want to know about them. This is especially true for people who need a self-esteem boost.
I am always watching LaMar’s relaxed mannerisms as he engages with people and how he smiles with his mouth and eyes. Body language is such a great magnet in attracting people to enhance relationships.
I am working towards a more relaxed me as I strive to be a positive influence in all my relationships.
He teaches at an alternative school, where you need to have much finesse when working with wayward teenagers. He seems to understand each individual, their situation and is able to take the majority of them from low self-esteem to knowing they have the ability in making their lives worthwhile.
I believe the reason he has so much success with people is he accepts them for who they are and where they are at that very moment in their lives. He genuinely likes people and cares about what happens to them.
When he participates in conversations with people, he always makes the conversation about the person he is talking to, not about himself. He has enough confidence and self-esteem that he does not have to “toot his own horn”. People are usually drawn to those who want to know about them. This is especially true for people who need a self-esteem boost.
I am always watching LaMar’s relaxed mannerisms as he engages with people and how he smiles with his mouth and eyes. Body language is such a great magnet in attracting people to enhance relationships.
I am working towards a more relaxed me as I strive to be a positive influence in all my relationships.
Friday, August 17, 2012
Professional Hopes and Goals
Of my many hopes and dreams, one wish that I have for every child and their family is to have their own hopes and dreams and to be supported in their quests by all who associate and work with them. It is through this support for every family that diversity will be an accepted general rule, equity will be an opportunity for everyone, and social justice will prevail.
One goal I envision for the early childhood field in relation to diversity, equity, and social justice, begins with me. I can best support diversity, equity, and social justice, by becoming a voice and advocate for anti-bias education. My first step in the direction of conquering prejudices, isms, and injustices is to put into practice steps that will lead to becoming an anti-bias individual.
In chapter three of Anti-Bias Education for Young Children and Ourselves, Louise Derman-Sparks and Julie Olsen Edwards outline some key steps that can help us succeed in such a mission:
Stay focused and never stop.
Make a habit of self-reflection and self-correction.
Be aware of a road filled with complexity and disagreement which are necessary for growth.
Learn to recognize and celebrate accomplishments as they will energize our continued path (2010).
To our instructor (Johnna Darragh) and all my diverse friends/colleagues:
I thank you for your stories, expertise, wisdom, and tolerance. I want to thank those who responded to my blog and discussion posts. Your words of wisdom and affirmations made it all worthwhile.
I especially want to thank Johnna Darragh for her patience and planting the seed of knowing that I can be an inspiration to others as she has been throughout this course.
I wish you all a journey filled with diversity, equity, and social justice!
Until we meet again,
Sally Brooks
Reference:
Derman-Sparks, L., & Edwards, J. O. (2010). Anti-bias education for young children and ourselves. Washington, DC: National Association for the Education of Young Children (NAEYC).
One goal I envision for the early childhood field in relation to diversity, equity, and social justice, begins with me. I can best support diversity, equity, and social justice, by becoming a voice and advocate for anti-bias education. My first step in the direction of conquering prejudices, isms, and injustices is to put into practice steps that will lead to becoming an anti-bias individual.
In chapter three of Anti-Bias Education for Young Children and Ourselves, Louise Derman-Sparks and Julie Olsen Edwards outline some key steps that can help us succeed in such a mission:
Stay focused and never stop.
Make a habit of self-reflection and self-correction.
Be aware of a road filled with complexity and disagreement which are necessary for growth.
Learn to recognize and celebrate accomplishments as they will energize our continued path (2010).
To our instructor (Johnna Darragh) and all my diverse friends/colleagues:
I thank you for your stories, expertise, wisdom, and tolerance. I want to thank those who responded to my blog and discussion posts. Your words of wisdom and affirmations made it all worthwhile.
I especially want to thank Johnna Darragh for her patience and planting the seed of knowing that I can be an inspiration to others as she has been throughout this course.
I wish you all a journey filled with diversity, equity, and social justice!
Until we meet again,
Sally Brooks
Reference:
Derman-Sparks, L., & Edwards, J. O. (2010). Anti-bias education for young children and ourselves. Washington, DC: National Association for the Education of Young Children (NAEYC).
Saturday, August 11, 2012
Welcoming Families From Around the World
My imagined emigrant family comes from Fortaleza, Brazil.
The first thing I would do is make sure I know how to pronounce the names of each individual in the family. Dr. Eugene E. Garcia spoke about the importance of being able to enunciate children’s names when he spoke of how a teacher changed his sister’s name from Ciprianita to Elsie (Laureate Education, Inc., 2011). Taking time to articulate someone’s name correctly can make a first meeting less cumbersome, and shows individuals that you care about them. Enlisting help from someone who speaks the native language of Portuguese would be helpful. This could be a staff member or whoever assisted the family in filling out the enrollment form at the child care center where I work.
Secondly, I would review and become well versed in the information on the enrollment form, and then schedule an initial home visit taking someone who could translate if necessary. During the visit, I would strive to lay the foundation for a relationship to form. I would do this by listening to what the family has to say about their journey from Brazil to America, about their hopes, dreams, and fears, and what their expectations are for their children and specifically for the child who will be in my classroom.
Third, I will prepare my current students for welcoming our new friend by displaying a picture of the new student and talking about how wonderful it is that we have someone who has come all the way from Brazil to be with us.
Fourth, I would make sure that there will always be someone present who can speak the child’s native language, and I would take measures to begin learning the language myself. Regardless of the language difference, all teachers and staff will provide interaction that is emotionally and developmentally supportive as they do with all our children.
Fifth, in preparing the environment to reflect some familiarity of Brazil will make the new child feel comfortable and erase many fears. Of course, our physical environment already reflects the rich diversity of all our families. Part of the environment preparation for all families includes an open invitation to join us at any time and to contribute in ways that make them feel most comfortable.
I hope that by establishing an anti-bias community in my classroom and the child care center, the new Brazilian family will find a safe haven as they begin their journey in a new place. When we feel safe, or feel like we have connections with supportive people and organizations, a difficult trek can become much easier. As for myself, I reap the benefit of joy in seeing others succeed and a sense of accomplishment in creating an anti-bias atmosphere where all who enter feel valued and respected.
Reference:
Laureate Education, Inc. (Executive Producer). (2011). Microaggressions in everyday life [Webcast]. Baltimore, MD: Author.
The first thing I would do is make sure I know how to pronounce the names of each individual in the family. Dr. Eugene E. Garcia spoke about the importance of being able to enunciate children’s names when he spoke of how a teacher changed his sister’s name from Ciprianita to Elsie (Laureate Education, Inc., 2011). Taking time to articulate someone’s name correctly can make a first meeting less cumbersome, and shows individuals that you care about them. Enlisting help from someone who speaks the native language of Portuguese would be helpful. This could be a staff member or whoever assisted the family in filling out the enrollment form at the child care center where I work.
Secondly, I would review and become well versed in the information on the enrollment form, and then schedule an initial home visit taking someone who could translate if necessary. During the visit, I would strive to lay the foundation for a relationship to form. I would do this by listening to what the family has to say about their journey from Brazil to America, about their hopes, dreams, and fears, and what their expectations are for their children and specifically for the child who will be in my classroom.
Third, I will prepare my current students for welcoming our new friend by displaying a picture of the new student and talking about how wonderful it is that we have someone who has come all the way from Brazil to be with us.
Fourth, I would make sure that there will always be someone present who can speak the child’s native language, and I would take measures to begin learning the language myself. Regardless of the language difference, all teachers and staff will provide interaction that is emotionally and developmentally supportive as they do with all our children.
Fifth, in preparing the environment to reflect some familiarity of Brazil will make the new child feel comfortable and erase many fears. Of course, our physical environment already reflects the rich diversity of all our families. Part of the environment preparation for all families includes an open invitation to join us at any time and to contribute in ways that make them feel most comfortable.
I hope that by establishing an anti-bias community in my classroom and the child care center, the new Brazilian family will find a safe haven as they begin their journey in a new place. When we feel safe, or feel like we have connections with supportive people and organizations, a difficult trek can become much easier. As for myself, I reap the benefit of joy in seeing others succeed and a sense of accomplishment in creating an anti-bias atmosphere where all who enter feel valued and respected.
Reference:
Laureate Education, Inc. (Executive Producer). (2011). Microaggressions in everyday life [Webcast]. Baltimore, MD: Author.
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