What I Have Learned...

Throughout this course, I have learned a great deal about myself and others in terms of diversity and personal biases.  I have become more connected with who I am and how I was raised; as well as how my biases have formed and that I have the ability to alter and change them. 

One hope I have when working with diverse children in their families, is to be able to provide and environment that makes all children and their families feel welcome, safe, and represented.  I want families to feel comfortable with me, regardless of race, religion, etc.  I hope that my classroom is a place that all children will remember in a positive light and want to return to. 

Over the course of the next few years, I would love to see some changes in the early childhood field in regard to the issues of diversity, equity, and social justice.  I believe that anti-bias instruction should be provided to all early childhood educators.  I think it's important for all teachers to become aware that this is and issue and that young children are in need of guidance and classrooms which provide them with a safe space to ask questions and learn about themselves and others.  It is important that early childhood educators are provided with the proper training so that we, as a whole, can make a giant step toward creating anti-bias communities in our classrooms and communities. 

As this course comes to a close, I want to thank all of those who have participated in discussions and blogging.  These are essential to the development of anti-bias education and it has been wonderful to develop a community where we all feel comfortable enough to lay down our biases and discuss things that may be hurtful or "touchy."  I am looking forward to continuing this journey with all of you, and could not ask for a more fantastic group of diverse individuals to work alongside.  Thank you all.

"Anti-bias education work is a journey with many paths and rhythms; each person chooses her or his own.  Some teachers focus on their own growth and the changes they make in their own work.  Others move on to conversations with other adults--colleagues, families, friends.  Many anti-bias educators also decide to engage in change work beyond their classroom" (Derman-Sparks & Edwards, 2010, p. 8).  May we all find our way in whichever path we choose to take. 

Raina

Reference

Derman-Sparks, L., & Olsen Edwards, J. (2010). Anti-Bias Education for Young Children and Ourselves. Washington D.C. : NAEYC Books.

Start Seeing Diversity: Creating Art

I created this collage to represent the things that I have learned throughout this course.  I believe the greatest lesson I have learned is that children need to be accepted for who they are; and a large part of who they are during early childhood is wrapped up in their family.  In order to run a productive and effective anti-bias classroom, we must first accept our families into our classroom and be sure that each family is represented, heard, and feels safe and important.  Only then, will our children feel the same way. 

Add caption

Start Seeing Diversity Blog: "We Don't Say Those Words in Class!"

When working with young children, there are many times when they make comments that make us giggle.  I always say that small children have “no filter.”  They don’t know that sometimes the things that they may say can affect those around them in a negative way.  When children say things that can be perceived as being “rude” or “mean,” I think it’s important that we address the subject and speak to them about how someone’s feelings can be affected by their words; especially when a child makes a comment in a negative manner about how someone is different.  “Always respond—If you do not know what to say, explain that you want to answer but must first think about what to say.  Get back to the child with your response by the next day” (Derman-Sparks & Edwards, p. 33, 2010). 

When I was teaching three and four year olds, I was fifty pounds heavier than I am today.  I’m sure to the small children, I looked huge!  One day, one of the children told me that I couldn’t play in their fort because I was “fat.”  My coworker immediately snapped at her and told her to apologize and the little girl started to cry.  I felt awful.  I pulled her aside and spoke with her one on one.  I told her that she was probably right that I couldn’t fit in her fort, (which made her giggle), but calling someone else “fat” isn’t very kind; and we always want to be kind to our friends and teachers.  She asked me, “But what if it’s true?”  This was a puzzling question. We always want to teach our children and students to be honest, but we also do not want them to voice their opinions if it’s going to hurt someone else.  I told her that it is okay to think that I’m fat, but it’s an inside thought, or a thought she can share with her family, or her teachers and ask questions.  I said, “Sometimes, when we say our inside thoughts, we hurt other people’s feelings, like you hurt my feelings today.” 

Later that day, when we were in circle time, my co-teacher and I acted out a scenario where I picked on her for being short.  She acted as though her feelings were hurt, and we repeated a very similar conversation with the whole group.  We then spoke about how it’s important that we like ourselves and each other no matter what anyone else may say or think about us.  After a great conversation, where we all listed things we liked about ourselves, we read the book I Like Myself by Karen Beaumont.  This story is about a little girl who would love herself no matter what she looked like, or how she acted.  The children loved it. 

Through this conversation, and follow up with the full group, I believe a positive message and morale was conveyed to this little girl.  She was taught that sometimes our words hurt others, even though we are simply stating the truth.  In addition, the follow up with the full group made the child feel less singled out, as we started out the circle time with a question.  We asked the children to raise their hand if they have ever made someone sad using their words; even with brothers and sisters; and all of the children raised their hands.  Showing this young child that she is not alone in making mistakes in communication was important to me. 

I feel that this situation was handled in a way that an anti-bias educator would respond.  I would only change my co-teacher’s initial reaction to snap at her about the comment.  I always feel that conversations are much better in such situations.  I do not feel that young children are capable of malice and therefore, should not be reprimanded as though they were intentionally hurting another person with their words.  The situation was addressed well afterwards, and there was a follow up with the whole group.  “More than mere curiosity, sometimes children’s questions, comments, or behaviors indicate an underlying stereotyped idea, discomfort, or rejection about human differences.  Even if young children are making fun of a specific identity by repeating words or ideas they have heard from others without knowing what they fully mean, such language exploration still is pre-prejudice because it has the potential to turn into real prejudice” (Derman-Sparks & Edwards, p. 33, 2010). 

After this entire day, the little girl was packing up to go home.  I went over to say goodbye to her, and she motioned for me to come close so she could whisper in my ear.  She said, "You're still really pretty."  Totally made me smile!

Reference

Derman-Sparks, L., & Olsen Edwards, J. (2010). Anti-Bias Education for Young Children and Ourselves. Washington D.C. : NAEYC Books.

Gender, Gender Identity, and Sexual Orientation

I had never realized what a huge issue gay families present in mainstream society.  It has never bothered me; the thought of someone loving someone else, regardless of race, religion, sexual orientation, etc.  The video presentation for this week was an eye opener.  Young children are being exposed to issues of homosexuality and gender roles from a very early age. 

If a family member were to inform me that they didn’t want anyone who was homosexual or transgender to be caring for, education, and/or interaction with their children, I would approach them in a nonthreatening way to have a conversation about it.  I would ask them what their concerns were.  I feel that it is best to acknowledge the fact that the family may not be homophobic, but may have had a negative experience of their own as a child, and may be concerned that their child will have the same.  In addition, by starting the argument by allowing the parent to voice their opinion, you are giving them the power, which will lead them to being more open with their feelings.  I would then explain all of the reasons why the person they are concerned about is qualified for their position, and how wonderful they are with the children.  I would also explain, that just like my heterosexual relationships are not discussed, nor are they a factor in my classroom, neither are my coworker’s relationships.  I would also offer to set up a meeting with my director to discuss the family’s concerns with him/her, as well as my conversation with the family. 

I feel that gender roles are not only encouraged, but solidified in many early childhood environments.  Children learn to segregate themselves at a very early age and the ways in which an early childhood classroom can be set up, can further encourage these separations.  “Rather than their gender anatomy, young children typically focus on the external and cultural aspects of their gender identity—that is, they believe that how they dress (appearance) or what they like to do (behavior) is what makes them a girl or a boy” (Derman-Sparks & Edwards, p. 91, 2010).  Early children, as depicted in the video, put a great deal of weight on gender roles.  Depending on the type of family they grow up in, depends on the role they wish to play.  For example, when I taught preschool, one of my girls had a mother who flew all over the country for business.  Every day she would go to the dramatic play area and put on a suit jacket and pretend to fly somewhere for business, and some of the boys would tease her for it.  Because their fathers were the ones that worked, it was confusing to the young boys in my classroom that she would want to be a business woman.  “Certainly, the children’s play provided us with many opportunities to pay attention to gender” (Pelo, p. 69, 2008).  This young girl’s depiction of a business woman, led to productive discussions among the class, as well as a visit from her mother to discuss her job, and her husband’s job at home with the children.

I believe in order to create an anti-bias classroom; we need to focus on gender and sexuality issues with our students.  Not all diversity resides in the color of our skin; we need to focus on all aspects that are very real in our student’s lives. 

References

Derman-Sparks, L., & Olsen Edwards, J. (2010). Anti-Bias Education for Young Children and Ourselves. Washington D.C. : NAEYC Books.

Pelo, A. (2008). Rethinking Early Childhood Education. Milwaukee: Rethinking Schools .

Farewell and good luck!

To all of my colleagues,

This course has truly challenged me in taking a closer look at my own communication skills.  It is only now that I have realized some of my flaws in communicating, as well as some of the skills that come very naturally to me.  I believe that effective communication and collaboration will take us far in our chosen field and am honored to have spent this time with you exploring our individual abilities.  Thank you for letting me get to know all of you on a personal level and opening up to truly evaluate yourselves and ways in which we can all improve as communicators.

I wish you all luck as you venture off into your specialties and hope that I will stay with some of you along my journey.  It's hard to believe that we're getting so close to the finish line, and wonderful to think of all the skills and knowledge we have acquired together along the way.  I wish you all the best and hope you will consider keeping in touch.  I will be sending out an email with my contact information, as I would like to stay in touch and continue to have your support and feedback throughout this program.  I will also continue to view your blogs and share your insights along my way.  Thank you all again and good luck to each and every one of you!

Be well and stay happy,
Raina

Team Building and Collaboration

Being an educator requires us to work in groups regularly.  We work with our
colleagues and children’s families.  There is also the expectation of
continuous learning that allows us to work with other colleagues from
different areas through conferences, workshops, etc.  I have spent the
majority of my career teaching in the field of environmental education.  In
each of these positions, I was required to not only work with my colleagues,
but to live with them also.  Because of the uniqueness of such situations, a
great amount of teambuilding was necessary.  I have worked with 12 different
groups throughout my time in environmental education; some had team leaders
that guided us through the five stages of team development, and others were
not strong leaders and could not help our group dynamic. 

Throughout this time in my life, I was in a relationship with one of the men
in nearly all of these groups.  I feel that our relationship often offset the
group dynamic.  My ex was controlling of situations and expected me to take
his side; this often left other group members feeling as if it was he and I
against them.  This is not a positive way to work as a group and led others to
believe that they were not an intricate part of the dynamic because my ex
always took control and became very angry when others disregarded his
opinions, or confronted him.  This left those groups in the Storming stage.
We were in constant conflict and it was very stressful for the team leader,
who consistently had to intervene and also deal with my ex’s abuse.  These
groups were easy to leave.  I always felt ashamed of the role I played in them
and always felt as if they were highly unproductive. 

The groups that have been the most difficult to move on from have been those
that were successful and had clearly established norms.  In environmental
education, we developed as a group over the course of mere months, but by the
end we were like a family and functioned fluidly at work.  Things worked
seamlessly; others picked up where someone else had faltered and mistakes were
discussed and forgiven easily.  These were groups I was a part of on my own;
without my ex.  We were more capable of listening to one another and resolving
conflict without an overbearing member in the group.  In addition, I was able
to feel more connected to the rest of the group and not feel as though I had
to “choose sides.”  One of these groups was formed during a winter season in
Massachusetts.  We all lived in a nice house and spent all of our free time
together.  At work, we were able to try new ideas and work through them; if
they didn’t work we did not become angry with one another and blame each
other, and if they did work, we celebrated as a team.  No one was greedy with
the glory.  I think the greatest accomplishments of groups who are able to
reach the Performing stage, is that they are able to speak to one another
about any crisis they might be having, or any feeling of being “left out” and
truly feel “heard.”  This is important in a good group dynamic.  That group
was the hardest to leave; we had all grown to truly love and respect one
another and we worked together without effort by the end of our eight week
season. 

When in the Adjourning stage of a productive team, it can be very difficult to
say goodbye.  I think it’s important to celebrate the accomplishments of a
team.  One of the most memorable adjournment rituals I’ve had was with a team
in Massachusetts.  We had a three day workshop and teams from various sites in
our environmental education program had come together to learn from one
another, share stories, and celebrate.  At the end of the conference, we had a
big dinner together where each team shared the lesson plan that they had been
working on during the conference and gave a mock presentation of it.  We then
all shared our stories of working together.  We were able to laugh at our
mistakes and learn from our accomplishments.  We all shared dinner and a
bonfire afterward and then said our goodbyes in the morning.  I felt that this
was a great way to adjourn. 

When separating from my peers and colleagues after completing my Master’s
program, I feel that it will be difficult to say goodbye.  I would really like
to travel for the graduation ceremony, in hopes that I will be able to meet
some of the people that I have formed connections with over the course of this
program.  I believe that putting faces to names, celebrating together, and
building a deeper connection would be a wonderful way to reach the Adjourning
stage of this team.  It is important to have closure when working with any
team; to recognize our accomplishments, talk through our differences, and
celebrate moving on together.

References:
 Learning Center. (2011). How to build a team using vision, commitment, and trust. Retrieved from http://www.learningcenter.net/library/building.shtml

Conflict Resolution in the Workplace

Disagreements and conflicts in the workplace are common in my job.  I work with students who are young adults and have backgrounds that involve a great deal of violent and aggressive approaches to conflict.  Conflicts occur among the students on a daily basis, and quite often between students and staff.  Therefore, as a staff, we have to remain united in order for the students to adhere to rules and restrictions.  If one staff member allows students to “get away” with many things, it hurts the entire group. 

Recently, I have become frustrated with one of the staff members.  There are three of us that teach reading and the demographic of students with whom we work often makes it difficult to be an effective teacher.  We need to show “tough love” and we need to hold each and every student accountable for all of the rules of our program.  If we slip, the students will find that weakness and take advantage of it.  One of the reading teachers is slipping.  She is allowing students to get away without doing any work in her classroom.  She allows them to sleep, wear their hats and coats in the classroom, curse excessively, and get into altercations in the hallway.  She is now viewed as the “place to hang out.”  She is also giving the appearance of being the “cool” teacher, and has projected “witch” status onto my other colleagues and me.  I do not like being considered nasty or mean simply because I adhere to rules and am teaching my students life skills and accountability.  I have spoken to this teacher on several occasions.  I have let her know that she is under a microscope with our superiors, that students are talking about her leniency, and that her job may potentially be on the line.  Nothing has changed. 

After reading a great deal about conflict resolution this week, I have learned a few skills that I believe will assist me in speaking to her about this issue, and if necessary, with my boss.  When I first approached my coworker, I went about it incorrectly.  Because I was afraid of damaging our relationship as peers, I told her her job would be threatened and created a defensive climate; on in which “the people involved feel threatened.  It is an atmosphere of mistrust, suspicion, and apprehension,” (O'Hair & Wiemann, 2009).  What I need to do is create a supportive climate.  I need to let my colleague know that I’m here for her, but I need her to understand my needs also.  I need to voice those needs in such a way that I don’t offend her, but still allow her to see my point of view and how her behavior is affecting my days. 

In addition, I can no longer be an escapist and avoid the conflict all together.  Something needs to change in her classroom so that I don’t have to face the abuse from all of the students about how nice she is and what a horrible person I am for holding them accountable.  I need to confront her, but also need to know my communication boundaries.   She may not want to speak with me about this, as I am not her superior, and I may have to go to my boss to have a mediation.  I do not want to cause this teacher to feel as though she is unsupported, I simply want her to see that she is leaving me unsupported, as well as other staff members. 

I would love to know what others would do in such a situation.  How would you approach such a dilemma?

References:

O'Hair, D., & Wiemann, M. (2009). Real Communication: An introduction. New York: Bedford/St. Martin's.