OBSERVING COMMUNICATION

Observing Communication

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It is amazing what we can see and hear when we take the time to just listen to some conversations, and watch and observe behaviors and body language. Many adults believe that they are entitled to correct children, so they usually over correct them. Most adults also believe that they can say anything they want to children, and say it the way they want to with little to no regard for how the child must feel.

During the school week, I observed a conversation, well, maybe a one-way conversation between a 2^nd grade student, and his teacher. We were at lunch and recess when something flew across the class lunch table.

Mrs. Shaw right away called Tim to the side and told him that he will be missing 5 minutes for throwing that paper ball across the room. Tim tried to explain what really happened and who threw the paper, but Mrs. Shaw insist that Tim was the responsible one. I saw the whole thing and knew who threw the paper ball and it wasn’t Tim. I decided to listen and observe the conversation. Mrs. Shaw spoked so harshly towards the student as she accused him.

I also noticed that the student had trouble focusing and keeping a calm and happy through the rest of the day.

Tim’s self-esteem was challenged and he must have felt embarrassed before his peers. This is not the first time I witnessed this type of misunderstanding. When I think about it, I begin to ponder on how many young children are being hurt and embarrassed with a crushed spirit. As adults, we must be fully aware of our practices of the children in our care. We must be aware of what we are saying to our students, and how we are saying it. According to Rainer, & Durden, “teacher’s words and the way they use them create meaning for children as well as for themselves”; additionally, it is important to consider the actual words we say to children” (2010). When we are speaking to someone we should be respectful and kind. We tend to get positive responses from those that we are speaking with. Even babies are to be approached with kindness and respect. As reported by Kovach, & Da Ros-Voseles, when a baby “knows what comes next can reduce anxiety” and that, “speaking directly to the baby”, and “calling the baby by his, or her name” are positive and successful ways of communication.

References

Kovach, B., & Da Ros-Voseles, D. (2011). Communicating with babies. YC: Young Children, 66(2), 48-50. Retrieved from the Walden Library using the Education Research Complete database. http://ezp.waldenulibrary.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=60001533&site=eh ost-live&scope=site

Rainer Dangei, J., & Durden, T. R. (2010). The nature of teacher talk during small group      activities. YC: Young Children, 65(1), 74-81. Retrieved from the Walden Library using the Education Research Complete database. http://ezp.waldenulibrary.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=47964033&site=ehost-live&scope=site 

Creating Affirming Envionments

Creating Affirming Environments

Reflecting on my personal ideas and thoughts of creating an anti-bias home-based, or center based learning classroom environment, I would use persona dolls, books, and posters that represents different nationalities. 

Adriana’s care home featured different play and explore areas. The two ideas that stands out for me are the over-sized comfy couch for a warm cuddly and homey feeling. Children can curl up on it and read, take a nap, or sit together and talk. The second idea Adriana used in her care home that I would also use is the creation of a family corner or wall that displays personal family items, and family photos that the child may view at any time (Laureate, 2011) ;(Derman-Sparks, & Olsen Edwards, 2010, p 42).

I would also use decorative posters of multiple racial groups of people displayed around my classroom as an added attempt to extend a warm welcome. Many of us parents, and teachers feel that we know what’s best for young children, our children, or the children we service or teach, but if we are voicing our opinions with negative words, or negative actions and body language towards others and about others, we are unknowingly harming our children because we are taking away their chance to experience having friends who are different from them, and their chance to learn of other cultures and rich history, and a chance to live without conflict.

If we adults take a moment to observe young children’s interactions, we will notice that they are always willing to interact with each other. They will aggressively walk up to another child, look them in the eye, grab their hand and lead them to play. They may notice each other’s differences, but it doesn’t lead them away. In fact, they seem even more interested in the other child as they display an interest in one another. When we decorate our classrooms to show a welcome attitude and atmosphere, it is mainly for the parents because young children are naturally accepting of one another, they don’t really have a problem with differences, we adults do. It matters what we say and do to and around children, because they are watching our every movement, and they are listening to every word spoken. Negative, or positive, they are learning from us. As Derman-Sparks, & Olsen Edwards insist, that “children learn prejudice from prejudice”, and that “differences in and of itself do not create the problem; in addition, it is how people respond to differences that teaches bias and fear” (2010, p 4 par 7).

References

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).

Laureate Education, Inc. (2011). Strategies for working with diverse children: welcome

     To anti-bias learning community. Baltimore, MD: Author.