What I Have Learned

One hope that I have when thinking about working with children and families who come from diverse backgrounds is that I will be deliberate and respectful in my teaching.

A goal I would like to set for the early childhood field related to issues of diversity, equity and social justice is that anti-biased education will become an essential element of all early childhood curriculum in American education in the very near future.

I wish to thank all of my colleagues who have posted comments and engaged in rich conversations with regard to the many issues we were to address during this course. I wish you all the best in your future endeavors.

Diversity-Creating Art

http://www.slideshare.net/capeery/diversity-creating-art

"We Don't Say Those Words in Class!"

As part of my assignment this week, I am to “remember a time when I witnessed an adult (or yourself) reprimand or silence a child after he or she pointed out someone they saw as different (e.g., “That lady talks funny,” “That man only has one leg!” “Why is that man so pretty!”) and include what the child said and what the adult did or said in response. I don’t reprimand or silence children when they point out that someone is different. I simply answer their questions. I have never witnessed a child being reprimanded for asking these kinds of questions, neither has any of my friends or family members.

Children are naturally curious and wonder about many things. I have had many students ask why someone is wearing glasses, why someone is a different color or dresses funny. I teach in an all Hispanic environment. Last year, one of my students seemed overly curious and was constantly asking these kind of questions. One day, he looked up and asked me “why are you so white?” My response was that I am not white. I quickly pulled out a piece of white paper and put it up to my skin to show that my coloring is not white. It started a discussion amongst the students about the different peoples of the world and all the different colors of skin. The students wanted paper, and so I pulled out all colors so they could compare them to their own skin color. They soon began to discover that we are not all the same. Someone then pulled out their crayons and we began comparing crayon colors. It led to a rich discussion of diversity and how we are all different and all alike.  We spent several days investigating books about how people are different and began drawing pictures. The message this kind of discussion sends is just as stated, we are all very much different and all very much alike. If a child is reprimanded for curiosity, it is sending the message that there is truly something wrong with being or looking different.

As an anti-bias educator, it is my job to react with understanding. Having posters in my classroom or reading books that show a rich diversity of all kinds of people sends the message that we are all important, no matter who we are. Children are always going to be curious and ask questions. It is up to the adults in their lives to respond with caring and kindness. The only way to do this is to truly believe what you are telling children. You must know and believe that we are all created for a purpose and that every person is special in his/her own unique way. It is also important to celebrate these differences. If we were all the same, the world would be a very boring place!

Start Seeing Diversity: Gender, Gender Identity, and Sexual Orientation

For my course this week, I was asked to respond to the following:

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. I do not believe in homophobia or heterosexism. I also do not believe that when children look at books, movies, toys or pictures they are thinking of sexuality or sexual orientation. They are simply seeing two people working, playing, sharing or reading. It is important to expose children to pictures of people of different colors and of different cultures, because these visuals are clear depictions that people are different. Many people who are against the homosexual lifestyle have a deep faith and conviction rooted in the belief that God created one man and one woman and that union is the only appropriate sexual, marital relationship. Additionally, heterosexism is the belief that heterosexuals are somehow dominant because of their sexual orientation. I argue that this is absurd. I do not believe I have any privileges in life because of my sexual orientation. It is also absurd to believe that people do not receive certain rights under the law because they are homosexual. While there may be people who are prejudiced against homosexuals, I wasn’t hired for my job because I am heterosexual. I do not receive attention from the bank manager because I am heterosexual. There is not a culture in which homosexuals are consistently denied the right to work, eat, sleep, play, engage in relationships or pursue the American dream because of their sexuality. There may be incidences where people are specifically prejudiced against others, like homosexuals. Like Affirmative Action forced employers to hire Black people over people of other colors who might be more qualified, the Homosexual Agenda is forcing people to look at sexuality as a means for equal rights under the law. The idea that your sexuality should get you any privileges under the law is, as stated above, absurd.

Your response to those who believe that early childhood centers should avoid the inclusion of books depicting gay or lesbian individuals such as same-sex partnered families.  I completely agree that early childhood centers should avoid the inclusion of books depicting gay and lesbian individuals as parents. God created one man and one woman and intended for this to be the consummated marriage by which the family is created and children are born. While there are many kinds of families, and I would not disrespect a child or his/her family for having homosexual parents, sexuality is the parent’s job and right to discuss with their children. I do not believe in teachers or the federal government usurping the rights of the parents to teach their children about homosexuality or their own sexuality in general. I am against any kind of sexuality teaching in early childhood.

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? If I had homosexuals working as teachers, I would let the parents know that the teacher will interact with their child and if they feel this way, they may want to take their child to a different center. I would stress that all people, adults and teachers have the same rights and responsibilities, no matter their sexual orientation and that we will not work to keep children away from any specific teacher.

I have never used or heard terms such as "fag," “gay,” “homo,” "sissy," "tom boy," or “lesbo” as an insult by a child toward another child. I do not consider these homophobic terms, but rather mean and cruel. Name calling is name calling no matter what, no matter when. It is the job of any teacher to step in and use this as a teachable moment to teach respect for all humans.

Any other related situations, thoughts, concerns, questions, and/or areas of discomfort you would like to share related to children, gender, and sexual orientation. I am very clear about my homosexual views. I consider homosexuality a sin. I do not hate homosexuals and do not feel any aversion toward them. I would never treat them any differently than I treat anyone else. I also believe cursing is a sin, but do not treat people differently who curse in my presence. All people are created by God and for a specific purpose and have a role to fulfill in life. The practice of homosexuality, just like many other sins, is putting yourself first and indulging in personal desires over the desires of God or what is best for the family or culture at large. I do not consider myself homophobic and don’t believe in the term. My great aunt was homosexual and she was simply Aunt Jody. I never thought of her in terms of her sexuality. She and her partner, Rita were members of our family. We lived, laughed, loved, played, cooked, fished, sang, joked and spent many years together. It is only in the present American culture that we are being forced to look at people in terms of their sexuality and I think that is absurd and goes against what we are trying to teach in an anti-biased, diverse world – to respect all people no matter who, no matter what.

Farewell and Good Luck

As I come to the end of my course in Communicating and Collaborating in the Early Childhood Field, I want to take this opportunity to thank each and every one of my colleagues. Thank you for your constructive comments, your interactions and your professionalism. Thank you for your commitment to a higher level of learning. I want to offer a special “thanks” to Kali. Kali and I have forged a long-distance relationship and I hope it continues for many years to come. We seem to be of one heart and one mind. I wish all of my colleagues continued success in their professional and personal endeavors.

I leave you with this thought: Celebrate!

http://www.youtube.com/watch?v=3GwjfUFyY6M

Team Building and Collaboration

For my blog this week, I was to complete the following activity: consider the adjourning phase of several of the groups which I have been involved. I was to think about which aspects of the groups made for the hardest good-bye and answer the following questions.

Are high-performing groups hardest to leave? Yes, high performing groups are hard to leave because it is such a self-esteem builder to be accomplishing something. Groups with the clearest established norms? Again, it is hardest to leave this group because of the success.

Which of the groups that I participated in was hardest to leave? My first-born daughter was diagnosed with cancer in first grade. I worked for the Oklahoma Children’s Cancer Association for three years. We meet monthly, did fundraising, work with doctors and the hospital while a new children’s wing was being built; started and funded many new projects, gave financial support to the children’s cancer ward, took vacations (like snow skiing trips) together and I was in charge of a Christmas Party for several hundred people each year. I devoted hundreds of hours in service to this organization, to children with cancer and their families. I was the President in my final year. I had considered serving this organization for many years to come, but life circumstances made it such that I needed to quit at the end of my third term. It was very hard to leave, partly because my whole family was involved and partly because we had made such a connection with so many people. However, being surrounded by cancer, hurting families and watching so many children die was very emotionally draining. I often miss the group, the support we received and the level of participation at which I was involved. It will always be with me, in my heart and mind.

What sorts of closing rituals have you experienced or wish you had experienced? I really didn’t have much of a closing ritual with the Oklahoma Children’s Cancer Association. I was President one day and simply resigned the next. There were no parties or big “good-byes”. My life just continued without the group. I kept in touch with one couple and we are now down to just exchanging Christmas cards each year. I don’t think I would have wanted anything big or special. The way I left the group seems appropriate for that time of life. However, when I was President of my daughters' school PTO, I was given a party, gifts and told I had done a great job by many members of the school. I received a great deal of 'kudos' for the next several years as I saw things that I had started blossom into something big. Even though that was over ten years ago, I occassionally meet someone who will comment about something that my board started or did that made them proud. That closure just evolved over time and took several years to complete.

How do you imagine that you will adjourn from the group of colleagues you have formed while working on your master’s degree in this program? I have already established a close relationship with one person in my master’s degree classes even though this has all been online and we have never met. We are already talking about needing to meet someday and I’m sure we will exchange e-mail addresses upon leaving so that we can stay in touch with one another. We might exchange e-mail, facebook posts or Christmas cards. We will always have the accomplishment of this class in common. I feel that she is a very high functioning student, as am I. It’s funny how you can make these kinds of connections and long-distance friendships without even meeting someone in person. We live hundreds of miles apart and don’t expect that our paths will ever cross again.

Why is adjourning an essential stage of teamwork? Again, it’s that sense of accomplishment and teamwork. It builds respect and is just courteous. Think about when you are talking to people. If they just get up and walk away, it feels rude and awkward. However, if you have a few pleasantries, comments and good-byes and proper closure, there is a sense of respect and satisfaction in that. Closure says that you did the job you came to do, you accomplished it and now it is time to move on to the next goal, the next phase, the next group. Adjourning, or ending the group, is an essential part of a quality team.

(Adapted from O’Hair and Wiemann, 2009, pp. 254–255)

Nonviolent Communication and Conflict Management

For my assignment this week, I was to: think about any disagreements, or conflicts, you have recently experienced or are currently experiencing at work with a supervisor or colleague, or someone in your personal life. Share at least two strategies you have learned about that might help you manage or resolve the conflict more productively, and why these strategies might be effective.

A disagreement or conflict I have been engaged in recently is with regard to the way our team is teaching first graders to read. There are some practices going on that are not best practices and are not aligned with research. They also do not promote the best way for children to learn to read. I have been participating in these discussions with my team of five other first grade teachers.

Some practices that I am using to communicate with my colleagues are simply being respectful and not making accusations. I am also using research and data to promote some quality professional discussions with regard to ways to teach children to read. For instance, not one person of the other five on my team uses small group instruction, reading groups or literacy centers. I am offering my help and encouragement whenever possible. I want to encourage my colleagues so that they will feel comfortable using small group instruction and successful. I am looking for and suggesting professional development they can attend and sharing books on the subject that I own. I have offered to have teachers come into my room to observe and let me help them make a plan.

I am definitely using the three R’s for communication: being respectful, reciprocal and responsive. I am practicing talking less and listening more. I am focusing on the other person’s thoughts, ideas and obstacles. My colleagues agreed that we are all engaged in respectful conversations with regard to this situation and are working toward a solution and focusing on doing what is best for our students.

(Adapted from O’Hair & Wiemann, 2009, p. 220)