Blog 3 Assignment

Blog 3 Assignment 

           Why yes, I find myself communicating differently with colleagues at school, in my neighborhood, workplace, and family setting. The platinum and Golden rules take into consideration jargon and emblems to fit the current conversation being held. “If the symbols are well-chosen, the code shared, and the messages sent as intended, the interaction has high communicative value, and misunderstandings are less likely” (O'Hair et al., 2018).

            I certainly communicate differently with friends and family members because we have multiple cocultures in common. “Cocultures are smaller groups of people within a larger culture that are distinguished by features such as race, religion, age, generation, political affiliation, gender, sexual orientation, economic status, educational level, occupation, and a host of other factors” (O'Hair et al., 2018). For example, my daughters attend Duke school and my nephews attend Spring Valley Elementary. Education from different perspectives one private and the other public exposes them to different experiences the same as I. I’m appreciative of the opportunity to experience and support each other’s learning differences. Another example is that my religion is different from others in my cocultures. It’s helped me learn how to communicate differently to with people of other religions, especially during the holidays. I’m careful not to use hate speech and wish a person of another faith an inappropriate salutation.        

            The three strategies I would use to communicate more effectively with people, different groups and cultures are the following:

1. Deliver effective communication so that I am understood.
2. Be a good listener- To apply
3. Know when to seek extra support.

            I know I am a visual learner I must understand that others may not be. We have several multiple intelligences we can apply to education. However, if communicating is not understood learning is not met.

Reference

O’Hair, D., Wiemann, M., Mullin, D.I., & Teven, J. (2018). Real communication: An introduction (4^th. Ed). New York: Bedford? St. Martin’s.

WK2 Blog Assignment

             I decided to pick a show of which my mother doesn’t like to be interrupted while watching. I chose Love & Marriage: Huntsville on Own Network entitled, Melody’s Special Delivery Part I. I wanted to use subtitles at the bottom of my screen because that’s the first thing that came to mind if I was unable to hear. Then I decided not to because what if I had a television that didn’t have such a feature. Although I never went shopping for a flat-screen that gives subtitles in different languages, I was certainly glad that all the televisions in my house has this feature.

            During my nonverbal observation, I noticed facial expressions exhibiting sadness, disgust, anger, interest, and happiness. While watching the show with no sound there were oculesics and ambiguous signs leading to leakage cues. I labeled the main character as not being married because I didn’t see a ring on her finger. However, she is pregnant, and she may not have it on because her fingers may be swollen. The physical appearance of the main female Melody’s character looked as though she was doing a lot of wedding planning. The physical appearance of the main male character showed him having a meeting with another man. My communication accommodation theory had me presume he was assisting with the wedding planning, or either attending a class furthering his education, or in a meeting pertaining to work or employment.

            The venue was beautiful, people were clapping on the day of the affair. I noticed they had everyone waiting outside the venue while they road up in a horse and carriage. Baby Holt was written behind there sitting area. The conversation of the two mothers about the couple had subtitles during their interaction saying, “I told you they were going to be fine that’s why I said just stay out of it!” Then there was silence and no subtitles followed. After the commercial break, it said, Melody’s special delivery. Nonverbal communication led me to channel discrepancy. I had no additional subtitles or other various signs for me to make out what’s happening other than cognitive language. This confirmed it was a baby shower and not a wedding, it was my first Aha moment.

            During my comparison of nonverbal and verbal communication observations, I was left with the use of my cognitive language. I drew my own conclusions to what was going on by trying to remain optimistic. The language spoken throughout the entire show was with connotative meaning, “the emotional or attitudinal response people have to a word” (O'Hair et al., 2018). What I also learned is that if they have an abstraction ladder, “a model that ranks communication from specific, which ensures clarity, to general and vague” (p. 102) so that misunderstandings and physical altercations wouldn’t happen. Maybe this would be something I would consider watching. This show uses evasion tactics to lure show watchers like my Mom to tune in next week.

            Certainly, my assumptions would be more accurate if this was a show in which I was familiar. I do agree with the article, A crash course in Communication when they said, “Understand that people want to feel heard more than they care about whether you agree with them. It's strange how many people complain about others not hearing them, yet they don't listen to others either!” (Walters, Fenson, 2000). To me, this is my definition of this show. The married couples need to exhibit a truth-default theory, “people to believe others without suspecting deception” (O'Hair et al., 2018). Unfortunately, this behavior was not exhibited in this television show.

             My mother suggests I watch the television show from the beginning so I can get a better understanding of what’s going on. I do hope it will have a positive resolve by the end of the season.

References

O’Hair, D., Wiemann, M., Mullin, D.I., & Teven, J. (2018). Real communication: An introduction                  (4^th.ed). New York: Bedford/St. Martin’s.

·      Chapter 4, “Verbal Communication”

·      Chapter 5, “Nonverbal Communication”

·      Chapter 7, “Listening”

Walters, J., & Fenson, S. (2000). A crash course in communication. Retrieved from

            http://www.inc.com/articles/2000/08/20000.html

WK1 6165- One Who Demonstrates Competent Communication Within A Particular Context.

            Dr. Brenda Kay Williamson, a professor I had during undergrad whom I have the utmost respect for and remain in contact with to this day has excellent communication skills. Dr. Williamson uses educational quotes often. For example, “Imagination is more important than knowledge" (Albert Einstein). She imparted to us that, “every day is a day of learning.” Today, Dr. Williamson posted a link of the descendants of Frederick Douglass reiterating a speech he made to abolitionist on July 5, 1852, referencing July 4^th, Independence Day. https://youtu.be/NBe5qbnkqoM. Dr. Williamson is a wealth of information always seeking out more and more to learn having information reach as many people as possible.

            Dr. Williamson's rhetoric is memorizing to me. She uses all “six defining characteristics of communication, the symbolic nature of messages, the encoding and decoding of shared codes, the influence of culture, the sender’s perceived intentionality, the presence of a channel or channels, and the transactional quality of the exchange of messages” (O’Hair et al., 2018). While in her class she would always have us act out a way we would use different styles of communication by coming up with different scenarios we come across during our classroom endeavors. 
           This was the first time I was taught that if I ever had bad or uncomfortable information to deliver to a parent always lead and end with something positive to say. Due to time restraints sometimes verbalizing this while a parent is picking up or dropping off a child can be challenging especially if it can’t wait. I remember her saying, “Well couldn’t a letter do? Let’s remember there are multiple ways of communicating.” Dr. Williamson would go on further asking, “How should this letter or email be given to the parent?” She paid attention to detail which made a world of difference. She would ensure that all information was sent with pleasantries. If it was printed on colorful ruffled paper with smiley faces all over it with a piece of candy attached or; a different pleasant creative background behind an email every time one was sent. She would, “promote access to communication resources and opportunities as necessary to fulfill human potential and contribute to the well-being of families, communities, and society” (NCA Credo, 1999).

            I would certainly model someone like Dr. Williamson’s cognitive complexity because she utilizes various ways of imparting messages. There’s no presumption with effective communication you must see what form of conversing is best.

References

O’Hair, D., Wiemann, M., Mullin, D.I., & Teven, J. (2018). Real communication: An introduction (4^th.ed). New York: Bedford/St. Martin’s.

·      Chapter1, “Communication: Essential Human Behavior” (pp.1-25)

NCA Credo for Ethical Communication. (1999). Retrieved from  

https://www.natcom.org/sites/default/files/pages/1999_Public_Statements_NCA_Credo_for_Ethical_Communication_November.pdf

https://youtu.be/NBe5qbnkqoM

The Personal Side of Bias, Prejudice, and Oppression

               The hopes I have when I think about working with children and families who come from diverse backgrounds are inclusivity and acceptance of all races, sex, gender, age, religion, and disabilities. Unfortunately, Stereotypes and stigmas have been passed down in our society for hundreds of years. ECE should never allow personal social identities as those mentioned above determine how they may or may not treat the children and families they serve. This is why protocol and guidelines are implemented to keep us within the boundaries of what is and isn’t appropriate. One example of this is the NAEYC Code of Ethical Conduct, “a high-performing, inclusive organization that is enriched by and continually grows from our commitment to diversity, as embodied by our core beliefs. Respect diversity in children, families, and colleagues” (https://www.naeyc.org/about-us/people/mission-and-strategic-direction. Sometimes children, families, and staff are uncomfortable speaking up. Hopefully, one-day stereotypes and stigmas marginalizing others are done away with. The only way for resolve is to teach and inform others that discrimination is wrong.                                                                                                                                        The one goal I would like to set for the early childhood field related to issues of diversity, equity, and social justice is to implement the opportunity to acquire a disability studies degree because it’s a population going unserved. We have studies in race, sex, gender, age, religion, but not disability. It wasn’t until I started working in the medical profession and having family members who are disabled that I noticed life was quite different for them. They must first see and confirm that a place is prepared to accommodate their needs. We need ECE, “with experiences that help them better understand the role they can play in eradicating poverty, ensuring gender equity, upholding the rights of all without discrimination, and promoting a natural and social environment supportive of human dignity (Miranda, 2010). It’s time to bring disability studies to the forefront of discussion and acceptance so the time is now.

            I would like to thank all my fellow peers for giving me food for thought during this entire class by way of discussion boards and blogs. I’m thankful for this semester in particularly because a fellow colleague reached out to me for clarity on our discussions that transformed into a friendship. I’m appreciative for all the progress that we have made during this class. I look forward to conversing with you all on our next endeavor! Congratulations on the completion of EDUC-6164, Perspectives on Diversity and Equity. I will see you all on Monday!  

References

Miranda, E. (2010). Going global in Arlington, Virginia. Journal of Education for Sustainable Development 4(2), 219-226.  

Reducing Stigma and Discrimination to Improve Child Health and Survival in Low- and Middle-Income Countries: Promising Approaches and Implications for Future Research. (n.d.), from https://nam04.safelinks.protection.outlook.com/?url=https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4205916/&data=02|01|lewanda.taybron@waldenu.edu|f05875c2fb4c486bccfb08d7f3e105bc|7e53ec4ad32542289e0ea55a6b8892d5|0|0|637246020102759671&sdata=1/fJO3UY87MR2/vss4ok6BQuzQjLtVtVYMT+ZB9GcvA=&reserved=0

https://www.naeyc.org/about-us/people/mission-and-strategic-direction

Welcoming Families From Around the World

          The family I will have to prepare for in my class is from Dominica, not the Dominican Republic. “Dominica can often be confused with the Dominican Republic. However, Dominica is a sovereign island which is located southeast of Guadeloupe and northwest of Martinique. Its small area makes Dominica among the less recognized countries in the world” (Gilbert, 2017).       

           "English is the official language of Dominica, but periods of French rule left their mark on family and place names, such as the capital Roseau. However, today Standard French understood by no more than 10% of the population, and only about 10,000 people in Dominica speak English, while the majority — some 43,000 people — speak Dominican Creole French, or Kwèyòl. There is also a small minority — about 200 people — who speak Kokoy Creole English, related to Antigua and Barbuda Creole English" (https://www.languagesoftheworld.info/geolinguistics/the-language-of-dominica.html). I am fluent in French and know a little Creole so before the child comes to class, I will give the parents a call to set up a meeting. I will do this to confirm what is their 1st language, what goals are they expecting to achieve with their child this academic school year, and invite them to come to class during international day to discuss their country, foods, holidays, religion, etc.  

            The five ways to prepare myself to be culturally responsive are:

1. “Assess your own behavior” (teachaway.com). This applies in many different ways. Remove all personal preconceived notions of others. Express empathy to those who are wronged or shown negative attitudes and behaviors because they are different. Encourage the class too, “be sensitive to the differences in attitudes that may arise in the classroom. Being sensitive to how certain cultures may stress different ways of learning is a key first step towards building a positive, respectful relationship with families from diverse cultural backgrounds” (teachaway.com).
2. “Get to know your students. Be proactive when it comes to learning about the different cultural backgrounds of the students in your classroom” (teachaway.com). In the article, Intergenerational relationships at the center gives excellent examples such as, “breaking down stereotypes by educating the two age groups about each other. Another common approach is to place one group in a caregiving role in which they assist the other group with tasks and pay individualized attention to their needs. A third plan is to unite the different age groups through working together toward a common goal, like planting a community garden or painting a mural” (Larkin, Kaplan, 2010).
3. “Make your classroom a judgment-free zone” (teachaway.com). Be open to any uncomfortable stereotypes or situations that may arise to help children with positive resolve. It’s always easy to resolve situations with what you are familiar with. To be openminded by using other cultural alternatives for resolve is progress.
4. “Adapt your teaching” (teachaway.com). It’s time to be welcoming to other cultural tools and techniques aside from your own. Ensure all materials and lesson plans are culturally diverse by having literature, instruments, and toys representing Dominica and others.
5. “Include all cultures in your teaching. Lessons should incorporate multicultural information and approaches whenever possible” (teachaway.com).

            The implementation of these techniques will allow all teachers, students, and the family I serve from the Dominica to become familiar with each other’s culture. Educating all on a global level is broadening horizons worldwide. “Noticing differences and similarities in the world is important for children. It’s how they learn. Children are remarkably good at observing differences in the world. Talking about them is an effective way to decrease biases and racism” (ELKC, 2019).

            ECE’s are responsible for teaching diversity and make it a pleasant experience being it's their first encounter. These experiences will carry on with them for a lifetime.

References

Gilbert, Kimutai. “10 Countries You've Maybe Never Heard Of.” WorldAtlas, WorldAtlas, 2017, www.worldatlas.com/articles/10-countries-you-ve-probably-never-heard-of.html.

Larkin, Kaplan, (2010). Intergenerational relationships at the center. YC: Young Children, 65(3), 88-94.

“Talking to Children About Differences and Similarities.” ECLKC, 2019,

https://eclkc.ohs.acf.hhs.gov/publication/talking-children-about-differences-similarities?fbclid=IwAR2U5c8qEU7UzmylWGn4ijYqgzEjcWmYOB4Ud-OZscQ6xGJH-qAtU46Eoa0

https://www.languagesoftheworld.info/geolinguistics/the-language-of-dominica.html

https://www.teachaway.com/blog/5-steps-becoming-culturally-responsive-teacher 

The Personal Side of Bias, Prejudice, and Oppression

            A memory I will never forget is when an African American woman came in for an interview at a staffing agency where I worked. She had yellow, purple, and black cornrows in her hair. My supervisor asked me to not go through the whole interviewing process, just take her resume, thank her for coming in and advise her that I will call her at a later date. Once she left my Supervisor (who was White) took her resume over to the shredder and said, “No thank you especially not with that type of hair” placed it in the shredder, and walked away. Microaggressions, “Maybe verbal, behavioral, or environmental” (Laureate Education, 2011). To me this is a form of microinvalidations, “It invalidates your spiritual experiential reality” (Laureate Education, 2011). For example, not giving a person the opportunity of employment because of how they look. Taking away the opportunity of employment just by the style of someone’s hair is a form of prejudice and oppression. This no longer maintained equity because she was prejudged before being interviewed.

            Witnessing oppression, “unjust or cruel exercise of authority or power” (Merriam Webster Dictionary, n.d.) reminded me of how other people feel, just as my Supervisor did. Another example, my mother-in-law asked if my daughters could go to church with her one Sunday and I agreed. I decided to get their hair braided so she wouldn’t have to worry about combing it daily for the entire weekend of their stay. When my father and mother-in-law brought them back home their hair was in ponytails and the braids were taken out. I asked her, “Why did you do that? She responded, “I don't like braids, nor do I want my hair, or my daughter’s hair, or grand-daughters hair braided. I remember when I was a little African American girl in the 2nd grade and saw pictures of children from Africa. They had braids, ragged clothes, no shoes, and the children looked bad to me. Black children were always told we looked just like them. NO! I don’t look like them nor will I ever allow them to identify me as such! Therefore, you will never see me encourage nor put any family member of mine in braids!”

           The feelings cornrows or braids brings up in me is the fact that it will paint a negative picture for anyone who wears them. “Covert isms are indirect, subtle, and hidden. We detect them through the outcomes or consequences of laws, organizational policies, and regulations in people’s actions and attitudes” (Derman-Sparks, Edwards, 2010)). Both my mother-in-law and Supervisor had the same covert isms about cornrows and braids, I think this is a form of systemic injustice would you agree? 

          Honestly, change will come when people are ready to change. Unfortunately, my mother in law said, “No matter how I feel You can never change my mind so stop asking!” This is where I prefer to disagree without being disagreeable and teach the children I serve to be more accepting of different variations of hairstyles from different ethnic backgrounds. I'd like them to be accepting of all establishing the opportunity for greater equity.  

                                                                                                

References

Derman-Sparks, & Edwards, (2010). Anti-bias education for young children and ourselves. Washington, DC: National Association for the Education of Young Children (NAEYC). Chapter 3. “Becoming an Anti-Bias Teacher: A Developmental Journey” (read “Become Aware of Your Own Feelings and Beliefs: and “Examine Institutional Advantages and Disadvantages” on pp. 22-27).

Laureate Education (Producer). (2011). Microaggressions in everyday life [Video file]

            https://class.waldenu.edu

“Oppression.” Merriam-Webster, Merriam-Webster, (n.d.)

            www.merriam-webster.com/dictionary/oppression.