Communicating with People from Other Cultures

As I reflect on how I communicate with different groups of people, I come to realize there is a difference.
When I communicate with my colleagues or within the workplace, I'm more formal and use high language.  I use terminology based on early education.  I make or use a lot of references to support my professional insight.  The majority of our interaction or communication is data base or research driven.

When I communicate with parents, I don't use as much educational jargon.  I tend to talk to them more in terms they can understand.  I talk to them from an academic perspective and a child development perspective.  I take the time to make sure they understand the information I present to them.

When I communicate with my family and friends, I use more informal and low language.  Most of our communication and interactions are not as politically correct and are less grammatically correct.  I don't self correct myself as much nor am I as formal with them.  I do engage in a lot more "slang" with them.

This week has taught me how to include diversity perspectives with working with families and their children.  I have gain a better understanding on cultural differences and how to take into account their beliefs in relation to early learning.  Learning to learn from some one's perspective will help me be more sensitive to what other cultures have to contribute within the learning community.  

The three strategies I chose to use to help me communicate with other cultures are:

1. When I don't understand something or something bothers me, before I respond/react, I will try to look at it from their perspective and seek a rational reason for it.  
2. I will try to withhold judgement until I have a deep enough understanding.
3. Increase my modeling strategies to help them develop the characteristic skills they need to be good citizens.  Showing them how to make better choices will go a lot farther than me just using dictation.   

The Assumptions in Communication

I must admit that this assignment was different but intriguing.  Watching a show without sound was somewhat challenging b/c I wanted to know so badly what was being said.  The show I chose to watch was NCIS:  Los Angeles.  It was an older episode from season three.  When the show first started, I could see the silhouette of a man banging on the windows outside the home.  The mother grabbed the kids and they hid behind the couch.  I assume she was telling them to not be afraid since that's what most mothers do when they are trying to comfort and convince their child that everything will be OK.  She then was talking on her cell phone, so I assume she was contacting 911.  Based on their non verbal behavior, they were frighten.  I can tell from their facial expressions and the closeness they positioned their bodies with one another.  The way the guy was banging on the window, I'm sure he was yelling, since I noticed his mouth wide open.  

When I finally unmuted the T.V., the man that was banging outside the living room window, was the ex spouse asking for help.  The daughter informed her mother that she was scared.  The mother acknowledged her daughter's feelings but asked her, in a calm manner, to remain quiet.  She did contact 911, informing them that her ex husband was trying to break in.  She think he had been drinking.  The 911 agent asked if he was dangerous and the ex wife shared how he owns several guns.  She asked them to hurry and send someone.  Moments later the police showed up with their weapons drawn.  The former spouse walked towards them in a surrendering position.  As he fell to his knees, his face was covered in bumps the size of boils.  He appeared to have been exposed to some type of contamination from a nerve agent.  Then the scene switches.  

This activity definitely helps you realize how without all of the information you can make the wrong assumption or draw the wrong conclusion.  Listening is a vital part of communicating.  Just seeing something happen is not enough to understanding the meaning of the message that is being portrayed.  

Competent Communication

Competent communication is the ability to get your message across effectively. As I begin learning ways to become a better communicator with the students I teach, the families and community members I partner with, and other educational professionals I interact with, I am eager to learn more of about direct/indirect, verbal/nonverbal concepts of communication. This week I got a chance to observe my communication from colleagues. One of the teachers sent out a letter, to the parents of the students she work with, to inform them that she will be resigning from teaching and transitioning to administration at a different campus. By providing the parents with a letter, showed concern and respect. She also explained, one on one, with her colleagues about the opportunity. Some coworkers were glad for her and expressed how they would miss her but wished her the best on her new job. Other coworkers wasn't too excited about her leaving but were still happy for her. The teacher also discussed her new opportunity with her students. Of course they don't want their teacher to leave. As she reminded them each day leading up to her last day, she introduced their new teacher to them. While she was training the new teacher to replace her, she also allowing the children to familiarize themselves with her. This was to make the transition smoother. I definitely like how she took time to inform the students, parents, and staff of the decision she made to advance in her career. She took time to answer questions and to explain in depth what this means for her and her family. I witnessed the bittersweetness of her having to leave a job she devoted five years to for a major career move to help her continue her devotion to early learning.  I too want to effectively engage in competent communication through the relationships I will encounter as I continue advocating for young learners. 

Professional Hopes and Goals

My Hopes

One hope that I have when I think about working with children and families who come from diverse backgrounds is that my learning environment not only makes them feel safe, loved, or wanted but also included.  One of my professional goals is to include each individual culture within my classroom into the activities, lessons, centers, etc. through the course of the year.  This is a way to help children learn about other cultures, learn to accept and respect those other cultures, and understand that even though the culture is different from theirs, there are still similarities. 

Another goal I would like to set with ECE in relation to issues of diversity, equity, and social justice is to increase my awareness of those issues in the classroom.  I want to target the issues that are present in my classroom so I can use those moments as teaching opportunities to show how we should respond and teach others who may look different, act different, or have a difference in opinion from ours.  We all know that the issues exist around us, outside the classroom.  The approach with the families, parents, or other adults will be much different from the approach I will take with the children I work with.  Finding a personal touch in a professional manner to address those issues as well will be crucial because once the child leaves my classroom, his family or parents may not support what I’m sharing and showing in the classroom when it comes to diversity, equity, and social justice.  So, increasing their, the parents, awareness as well will be helpful in building the child’s character development. 

Special Thanks

I want to thank all my colleagues, especially during this course, who took time to read my post and respond.  Thanks for your input or feedback; even through the discussion board.  I really have gained insight on the anti-bias that are present in education.  I hope all of you are much closer to your professional goals and will take what you have learned and apply it to the young children and families you work with daily.  Again thanks for being a part of my educational journey and helping me become a better educator.  

Welcoming Families from Around the World

I’m excited to receive a four year old boy from Panama, into my early learning program. The family is new to our country and has decided to enroll their little one into an in home learning environment. The mother feels this is the best way for her son to adjust to the new transition. I couldn’t agree more since in home care is more intimate and has a lower teacher to child ratio that will help him not only adjust but to work at his own pace, without feeling overwhelmed.

Based on my research of Panama, I have prepared myself to be culturally responsive by:

1. Incorporating their Spanish language into the learning activities. By me learning Spanish, I’m able to better communicate with the child and his family. I can also send written communication in their home language as well.

2. Having the family share with me some of the child's developmental experiences. By probing, I can find out what the child likes to eat, do for fun, and even what signs to look for when the child isn't interested or doesn't feel like participating. This will help me better understand him and help me met his needs, along with make him feel more welcomed.

3. Including Panama specific customs like art, music, and special foods. This will demonstrate to him and his family how my program accepts his culture and renders respect to his country. This will also help me learn more about Panama's history.

4. Gaining a thorough insight on their early education system compared to the U.S. education system. This will help me gauge what the child has already been introduced to in the Panama ECE programs. It will help me better assess him and to know what type of foundation has already been establish so I can continue to build on it.

5. Gaining insight on the national youth organizations of Panama will help me explore the objectives they are trying to meet with helping children with their child development. This will help me to view current research and other projects that are working internationally to build equity and social justice.

I believe from the knowledge I've gained from diversity classes and professional development courses, that the methods I use to work with this child and his family will help the family adjust to the American culture, and most importantly help the child get the early education and child care he needs as he begin a new journey in his life as well. As I continue to advocate for young learners, this will help me explore a new culture and continue to promote social justice for children. 

The Personal Side of Bias, Prejudice, and Oppression

Recently my family and I watched Lee Daniel's The Butler. The movie is about a butler who served seven presidents and what he and his family encountered during the major events that has helped shaped our country. The movie shows the oppression African Americans experienced during slavery. It demonstrated how unfair and unjust the laws were towards blacks and how they were not protected from the violence white people inflicted upon them. As the movie continues it shows the struggles and challenges that blacks encountered during the Civil Rights Movement. Some methods were of love and peace, while other methods where to took a fight fire with fire approach to use violence as well. This movie differently displayed how white people had the mentality that they were right, their way and methods were the best, and they were the only race deserving of what they suggested life is about. There was one scene in the movie where the main character admitted to having to have two identities. He had to pretend to be invisible when he was serving white people while in his butler role. Outside his butler role, like at home, he could be himself and be honest of how he felt about the realities of life. Equity was diminished throughout most the movie. One specific demonstration of inequity was when the butler would ask for a raise for him and other black employees at the white house. Each time he asked for the raise, he was denied it. According to the butler, not only did the black employees not get annual raises, they were not promoted to other positions within the organization, compared to the white employees. When he brought this to his supervisor's attention, not only was he denied or rejected, he was also advised to seek employment elsewhere. 

I enjoyed the movie and it is more than just entertainment for me and my family. This movie shared insight of African American history. It exposed the in depth experiences blacks faced in our country trying to get equal rights. Another scene shared how the Black Panther Party was formed. I even got a glimpse of what the Freedom Riders experienced. I'm definitely glad times have changed and my race of people, and others have rights and legal privileges now that they didn't have 60 years ago. I'm proud of those who faced those discriminators and demanded change. I'm also glad that I didn't live in that era and have to either suffer or fight along with others during that time.

It took one of the President's to help the black employees get their raise and promotions. Just think if he had of gotten it two president's sooner. A lot of changes have occurred since the butler first started working at the white house. In fact, he was able to witness President Barrack Obama become the first black president. Even though he had retired and wasn't able to serve during his administration, I'm sure after living through the struggle and now witnessing the power of those sacrifices made it worth it. Then compared to now, and knowing that racism still exist, just in different forms, we must still work towards diminishing those inequalities so history won't repeat itself.

Practicing Awareness of Microaggressions

During this week, I witnessed a form of microinsults and/or microinvalidation.  One of the parents decided to correct the assigned teacher and her assistant about the pronunciation of her child’s name.  As Americans, and having a thorough knowledge of English grammar and phonics, the teachers that interact with her son, were pronouncing his name without the Latin accent.  The teacher disregarded it as being unimportant.  She stated, “Why didn't she inform us of that at the beginning of the school year.  Why now?”  The assistant teacher felt like the child doesn't know the difference anyway.  “Besides we are not Spanish speaking people; everyone can’t roll their tongues”.    These are the hidden messages that Dr. Sue was referring to in the Microaggressions video.  I’m not sure if it was intentional or unintentional, because the teachers didn't express this to the parent.  They only discussed it in private, but their attitude of not rendering respect to the parent’s wishes and the child’s identity was shocking.  I definitely disagree with both because they can at least put forth the effort to try to pronounce the child’s name correctly and even though the child is only 2, he is picking up on different behaviors within his learning environment and with the attitudes of these teachers, it could cause an early onset of psychological stress (Microaggression in Everyday Life).  As he develops, he could become embarrassed by his culture or heritage and lose that part of his identity in order to fit in with society or people who share their attitude.   From this observation experience, I see how easily it is to engage in microaggression, as adults, and use it towards children regardless of their age.  This also was an indication of how we must improve our professional development requirements.  If I was the administrator, and this was brought to my attention, both of them would be attending Anti-Bias Educational Classes.    

Reference
Laureate Education, Inc. (2011).  Microaggressions in Everyday Life.  (Mulitmedia Presentation).