Sunday, April 22, 2012
Professional Hopes and Goals
The early childhood education classrooms are become increasingly more diverse. For instance,the 2000 census shows that in just 10 years the number of children in immigrant families increased by 63 percent—and not just in arge cities but in many areas of the country (Beavers & D’Amico 2005 as cited in Daniel & Friedman, 2005). The implication of this for early childhood educators is that they need to be adequately trained and prepared in order to be able to meet learning needs of diverse students' population as found in their classrooms. Consequently, one hope that I nurse when I think about working with children and families who come from diverse backgrounds is that professionals in the field of early childhood education are adequately trained and prepared to work with children and families from cultural, social, linguistic, and religious backgrounds different from their own.
Children learn best when they are in an environment that is safe, secured, free, and caring. One goal that I would like to set for the early childhood field in relation to the issues of diversity, equity, and social justice is that our classrooms and all child care centers are such that every child is welcomed, valued, appreciated, and feel belonged irrespective of background, and that educators and other professionals in the field of early childhood are able to demonstrate that they appreciate the diversity of the learners found in their classrooms and/or in their centers.
Isaac Newton said “If I am able to see further, it was only because I stood on the shoulders of giants.” I want to thank giants who allowed me to stand on their shoulders in this course hence my ability to gain so much and learn so much. Firstly I appreciate our facilitator in the course, Dr. Anthony Morgan for being such a wonderful educator. Your comments and promptings provided the much needed guide and inspiration to learn in this course . I also want to thank my colleagues in this course, it was a highly beneficial learning experience with you, thanks for sharing your wealth of experience in this course. I do hope we will meet again in future courses at Walden and I wish you all success in your career.
References:
Daniel, J., Friedman,S.(2005).Embracing diversity. Retrieved from www.naeyc.org/about/positions/pdf/ELL_Supplement.pdf.
Sunday, April 15, 2012
Welcoming Families From Around the World
Creating a classroom of equity is a lifelong endeavour that involves self reflection and may be personally revealing (Shade, Kelly, & Oberg, 1999). Teaching in an international school, the reality of this statement is a constant occurrence to me. There seems to be no semester that I will not have a students coming from another country or part of the world that I have never had in my previous classrooms. I was told a few days ago by the middle school principal in my school that I will be having a student from Azerbaijan in my class next semester. Educators working in today's culturally rich and varied classroom environments must create a welcoming atmosphere that enriches and interlinks all students (Hooks, 2010). In order to create a culturally welcoming classroom environment for the boy and his family I will make the following preparations:
1. Gain a general knowledge of the cultural background of the family: Having some knowledge of the cultural background of the family will give me a window to understanding the boy's behaviour, etiquette, learning styles, and communication styles.
2. Be aware of my own cultural biases: A helpful step for all teachers in order to have a culturally inclusive classroom is to explore and reflect upon where their assumptions, attitudes and biases come from and to understand that how they view the world can lead them to misinterpretation of behaviors and inequitable treatment of culturally different students (Weinstein, Tomlinson-Clarke & Curran, 2004).
3. Look for a range of culturally sensitive instructional methods and materials to be used in the class: Using culturally sensitive instructional methods and materials increase the chance for students to succeed in the class.
4. Collaborating and cooperating with the family: Connecting with family plays an important role in the success of any students. For a new student that is coming from a different background, establishing positive relationships with the family and collaborating with them will not only give me the opportunity to understand their culture but will additionally help the student feel safe, welcomed, and cared for in the class.
5. Build a caring classroom environment.
Students from diverse cultural backgrounds have a greater chance of success when the classroom is welcoming to them, they are valued, and they have a sense of belonging as well as ownership of their learning. The foundation for these is to create a culturally responsive classroom which I hope to achieve with the above plans.
References:
Hooks, J. (2010). Understanding culturally responsive instruction. Retrieved from http://jennifer-hooks.suite101.com/understanding-culturally-responsive-instruction-a233257
Weinstein C., Tomlinson-Clarke S., & Curran M. (2004). Toward a Conception of Culturally
Responsive Classroom Management. Journal of Teacher Education, 55(1), 25-38.
Shade, B., Kelly, C. & Oberg, M., (1999). Creating culturally responsive classrooms. American Psychological Association (APA);
1. Gain a general knowledge of the cultural background of the family: Having some knowledge of the cultural background of the family will give me a window to understanding the boy's behaviour, etiquette, learning styles, and communication styles.
2. Be aware of my own cultural biases: A helpful step for all teachers in order to have a culturally inclusive classroom is to explore and reflect upon where their assumptions, attitudes and biases come from and to understand that how they view the world can lead them to misinterpretation of behaviors and inequitable treatment of culturally different students (Weinstein, Tomlinson-Clarke & Curran, 2004).
3. Look for a range of culturally sensitive instructional methods and materials to be used in the class: Using culturally sensitive instructional methods and materials increase the chance for students to succeed in the class.
4. Collaborating and cooperating with the family: Connecting with family plays an important role in the success of any students. For a new student that is coming from a different background, establishing positive relationships with the family and collaborating with them will not only give me the opportunity to understand their culture but will additionally help the student feel safe, welcomed, and cared for in the class.
5. Build a caring classroom environment.
Students from diverse cultural backgrounds have a greater chance of success when the classroom is welcoming to them, they are valued, and they have a sense of belonging as well as ownership of their learning. The foundation for these is to create a culturally responsive classroom which I hope to achieve with the above plans.
References:
Hooks, J. (2010). Understanding culturally responsive instruction. Retrieved from http://jennifer-hooks.suite101.com/understanding-culturally-responsive-instruction-a233257
Weinstein C., Tomlinson-Clarke S., & Curran M. (2004). Toward a Conception of Culturally
Responsive Classroom Management. Journal of Teacher Education, 55(1), 25-38.
Shade, B., Kelly, C. & Oberg, M., (1999). Creating culturally responsive classrooms. American Psychological Association (APA);
Monday, April 9, 2012
The Personal Side of Bias, Prejudice, and Oppression
"By joining efforts we can surpass the injustices inflicted on the girl child and boy child alike. If left untreated, these forces will permanently scar our children and threaten the healthy growth of nations."
Queen Rania Al Abdullah of Jordan
For a long time women have been suffering discrimination. Many cultures believe and treat women as inferior to men, women's role in some culture (up till now) is just that of bearing children and house keeping. In some African countries and Arab countries, even with modernization and the fact that women are becoming more successful in areas that were hitherto reserved for men, women are still been discriminated against. There are countries where women still cannot drive a car and there are areas in my own country (Nigeria) where women cannot be state governors, while this is not in the law, this is the painful reality.
One incident that I witnessed in the past was when one of my students was withdrawn from the school. The reason for the withdrawal was financial. The parents had two children in the school, a boy and a girl and when thing were becoming financially unbearable for the family the parents decided to withdraw of the children from the school. The choice unfortunately was the girl because she is a girl. Academically, the is girl was doing better than the brother, she is a prefect in the school, and also the senior of the two children.
A one time Secretary General of United Nations, Mr. Kofi Annan once said, “ short-changing girls is not only a matter of gender discrimination; it is bad economics and bad societal policy.” There is no equity in the treatment this young lady got from her parents and even the society. No level playing ground was given to determine who will be withdrawn from the school. The parents were biased and they acted based on the prejudicial belief that male children are more valuable than female children.
For a greater equal opportunities to be given to both children irrespective of their gender, the parents of that girl in particular and that society in general need to do away with their gender discrimination. Practices, traditions, and beliefs that are detrimental to the rights of girl child should be jettisoned and abolished.
Queen Rania Al Abdullah of Jordan
For a long time women have been suffering discrimination. Many cultures believe and treat women as inferior to men, women's role in some culture (up till now) is just that of bearing children and house keeping. In some African countries and Arab countries, even with modernization and the fact that women are becoming more successful in areas that were hitherto reserved for men, women are still been discriminated against. There are countries where women still cannot drive a car and there are areas in my own country (Nigeria) where women cannot be state governors, while this is not in the law, this is the painful reality.
One incident that I witnessed in the past was when one of my students was withdrawn from the school. The reason for the withdrawal was financial. The parents had two children in the school, a boy and a girl and when thing were becoming financially unbearable for the family the parents decided to withdraw of the children from the school. The choice unfortunately was the girl because she is a girl. Academically, the is girl was doing better than the brother, she is a prefect in the school, and also the senior of the two children.
A one time Secretary General of United Nations, Mr. Kofi Annan once said, “ short-changing girls is not only a matter of gender discrimination; it is bad economics and bad societal policy.” There is no equity in the treatment this young lady got from her parents and even the society. No level playing ground was given to determine who will be withdrawn from the school. The parents were biased and they acted based on the prejudicial belief that male children are more valuable than female children.
For a greater equal opportunities to be given to both children irrespective of their gender, the parents of that girl in particular and that society in general need to do away with their gender discrimination. Practices, traditions, and beliefs that are detrimental to the rights of girl child should be jettisoned and abolished.
Friday, March 23, 2012
PRACTICING AWARENESS OF MICROAGGRESSIONS
For this week's blog assignment I choose to do my observation in the classroom, I looked out for traces of microaggressions in classroom relationships and discussions among my students. Microaggressions are often committed unknowingly by people who are well-intentioned, who from all indications may be sincere and without any plan of hurting the recipient. Nevertheless, the outcome of microaggressions is anger, frustration, psychological distress, emotional disorder, and withdrawal by those who are
the recipients of insensitive comments and actions.
Microaggressions, to me might be the cause of many seemingly minor classroom conflicts among students that teachers daily grapple with. Classroom microaggressions as in other cases microaggressions are not being committed by spiteful and hateful students who want to intentionally hurt their mates but they are committed unknowingly by well meaning students.
One incident that happened this week in my class was when a students was trying to explain a point to the class and another student tried to help him and he started by saying “We need to understand what he's saying, because he is talking from his experience as a native of a war ravaged county.” Though the boy meant no harm the hidden message was that people from war torn countries are tasteless and unsophisticated. Even though this particular case of microaggression was not noticed by the majority of the students in the class, the recipient felt so bad and withdrew from further discussion in class that day. After the class I noticed that a friend of his went to him and he was telling him not to worry about that comment as it was harmless and was not intended to spite him.
From my observation this week, it is obvious that microaggressions affect relationship in the classroom and may make the classroom environment hostile and unwelcoming especially to the recipient.
the recipients of insensitive comments and actions.
Microaggressions, to me might be the cause of many seemingly minor classroom conflicts among students that teachers daily grapple with. Classroom microaggressions as in other cases microaggressions are not being committed by spiteful and hateful students who want to intentionally hurt their mates but they are committed unknowingly by well meaning students.
One incident that happened this week in my class was when a students was trying to explain a point to the class and another student tried to help him and he started by saying “We need to understand what he's saying, because he is talking from his experience as a native of a war ravaged county.” Though the boy meant no harm the hidden message was that people from war torn countries are tasteless and unsophisticated. Even though this particular case of microaggression was not noticed by the majority of the students in the class, the recipient felt so bad and withdrew from further discussion in class that day. After the class I noticed that a friend of his went to him and he was telling him not to worry about that comment as it was harmless and was not intended to spite him.
From my observation this week, it is obvious that microaggressions affect relationship in the classroom and may make the classroom environment hostile and unwelcoming especially to the recipient.
Monday, March 19, 2012
Perspectives on Diversity and Culture
“Human beings are all alike in nature, but their habits and customs keep them apart.”
Confucius
It became obvious to me through this week's blog assignment that culture means different things to different people. Though there are areas of agreement in the definitions given by the three people I spoke with, each of them gave three different definitions. I spoke to two of my colleagues and my husband. While my first colleague who is from Pakistan defines culture as the shared views and way of life as found in a society my other colleague who sees culture from the perspective of an individual defines culture as the aspects of a person's life that define his or her identity. My husband on the other hand defines culture as shared knowledge and learned behaviour as transmitted by members of a particular society.
The three persons that I discussed with see diversity as differences found in people. To my husband, diversity is not just in our race or ethnic group but in the way people are different politically, socially, in sexual orientation, and religion. A colleague of mine admitted that diversity includes the way students learn and it means recognising individual differences as found in our students and treating students based on their differences.
In my discussion with all the three, the issue of deep culture was omitted. It seems when culture is mentioned people tend to see culture from the surface, referring to culture from what they can see like food, dress, language, and the arts. Culture is more than these, culture includes also behaviour, ethics, how children are trained, concept of time and such things.
Confucius
It became obvious to me through this week's blog assignment that culture means different things to different people. Though there are areas of agreement in the definitions given by the three people I spoke with, each of them gave three different definitions. I spoke to two of my colleagues and my husband. While my first colleague who is from Pakistan defines culture as the shared views and way of life as found in a society my other colleague who sees culture from the perspective of an individual defines culture as the aspects of a person's life that define his or her identity. My husband on the other hand defines culture as shared knowledge and learned behaviour as transmitted by members of a particular society.
The three persons that I discussed with see diversity as differences found in people. To my husband, diversity is not just in our race or ethnic group but in the way people are different politically, socially, in sexual orientation, and religion. A colleague of mine admitted that diversity includes the way students learn and it means recognising individual differences as found in our students and treating students based on their differences.
In my discussion with all the three, the issue of deep culture was omitted. It seems when culture is mentioned people tend to see culture from the surface, referring to culture from what they can see like food, dress, language, and the arts. Culture is more than these, culture includes also behaviour, ethics, how children are trained, concept of time and such things.
Tuesday, March 13, 2012
MY FAMILY CULTURE
Every family has a distinct and unique culture. A family culture is defined by the interests, values, and beliefs as practiced and cherished by that family. A family culture describes the unique way that a family forms itself in terms of rules, roles, habits, activities, beliefs, and other areas. The racial or ethnic culture in which a family lives may strongly influence family culture. Though some families are no longer tied to cultural norms of their ethnic or racial group. Every family is different, every family has its own culture (Vandenberg, 2008).
Assuming there is a major catastrophe in my country which necessitated my family been relocated to another country and I was asked to take just three things with me the first thing that I will definitely take is the family Bible, the second thing is the family hymn book, and the last thing is the prayer book.
Not that there are no other things that I cherish but since the choice is limited to three and my family being a type that value spiritual things the above items take preeminence over any other considerations.
The Bible is the most cherished possession in my family. We consider the Bible as the inspired word of God meant to guide, direct, and nourish us as God's children. The totality of our lives, the fulfillment of our purpose on earth are found in the word of God as contain in the Bible. Founding ourselves in a new culture therefore we would need such a manual to survive as well as to remain committed to our purpose in life. The more reason why if we get to the new environment and were asked to keep just one of the three items, the Bible will be my natural choice without any hesitation.
This exercise has helped me to know what I really value as a person and what can be said to be the foundation upon which my family cultural inclination, beliefs and values are built upon.
Resources:
Vandenberg, J. (2008). What is family culture. Retrieved from http://cecp.air.org/wraparound/family.html
Assuming there is a major catastrophe in my country which necessitated my family been relocated to another country and I was asked to take just three things with me the first thing that I will definitely take is the family Bible, the second thing is the family hymn book, and the last thing is the prayer book.
Not that there are no other things that I cherish but since the choice is limited to three and my family being a type that value spiritual things the above items take preeminence over any other considerations.
The Bible is the most cherished possession in my family. We consider the Bible as the inspired word of God meant to guide, direct, and nourish us as God's children. The totality of our lives, the fulfillment of our purpose on earth are found in the word of God as contain in the Bible. Founding ourselves in a new culture therefore we would need such a manual to survive as well as to remain committed to our purpose in life. The more reason why if we get to the new environment and were asked to keep just one of the three items, the Bible will be my natural choice without any hesitation.
This exercise has helped me to know what I really value as a person and what can be said to be the foundation upon which my family cultural inclination, beliefs and values are built upon.
Resources:
Vandenberg, J. (2008). What is family culture. Retrieved from http://cecp.air.org/wraparound/family.html
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