week 8

this is the end, a new class awaits us next week!

week 6

I think that one of the groups which was hardest to say good-bye was the group I spent the most time with in college. We had clear established norms of our daily routine and enjoyed each others company. It was hard to know we were never going to get the same type of camaraderie back. When close groups who have spent years together need to seperate, it seems like a trend to all get together and spend one last time as a group, remembering things that have happend in the past as a whole. I see this as a closing exercise to remind everyone of the effecient and not so effient times which were had as a unit.  As this masters degree adjourns, I may collect a few email adresses to keep in touch or to discuss things with when in a situation I need a second opinion on. I do not think I will feel the same loss as those I have met face to face because much of our work is impersonal, even if we are replying to others.

Adjourning is an essential stage of teamwork because without it, you may still expect the team to work and function, and if we slowly fade away rather than officially adjorn it leaves a lot of unanswered questions and leaves room for dissapointment if we intended on them sticking around.

week 6

This week you read about the five stages of team development: forming, storming, norming, performing, and adjourning. Consider the adjourning phase for several of the groups in which you have been involved. Think about which aspects of the groups made for the hardest good-bye. Are high-performing groups hardest to leave? Groups with the clearest established norms? Which of the groups that you participated in was hardest to leave? Why? What sorts of closing rituals have you experienced or wish you had experienced? How do you imagine that you will adjourn from the group of colleagues you have formed while working on your master's degree in this program? Why is adjourning an essential stage of teamwork?

(Adapted from O'Hair and Wiemann, 2012, pp. 278)

week 5

A co-worker and I have worked side by side for two years, only to split into to separate classrooms last September. Over the last 10 months, we have had difficult communicating and have not been on the same page with our responsibilities and expectations of the classrooms. Although this is not always an issue, our rooms often combine and act as one unit and there needs to be fluidity and communication. One of the strategies I've adopted is observing her body language. Most of the time she is uninterested in what I have to say and is not actively listening. This leads to problems when she "didn't know" something which i've told her numerous times. I've learned to let it go, and keep repeating it to her. Ive also decided that after telling her once that she's been told something before, I don't say anything about her already being told again. Ive gone to my boss numerous times about our conflicts and asked what steps I should take or continue, and she honestly told me to ignore it. a person who does not want to participate and work together is only pulling herself further away the more I push for unity. This is NOT the best communication though, and I am very aware of that. Communication is a two way street though, and hers is a one way. 

One other strategy I have learned is that we all communicate differently and it is important to analyze styles. Do people prefer one-on-one? Are they better at writing things down? Is it easier to have a mediator for conflicts? These are all components to consider when trying to have meaningful communication with someone. At a recent staff meeting, a co-worker put together an icebreaker. one of the questions was "what is your communication style" and out of twenty people, only 3 (her, me, and our boss) knew what the question meant.

week 4

I think this assignment is very similar to our application...

It surprised me that the rating for my verbal aggressiveness was significant. I do not feel that these results were completely accurate and I am curious as to how they calculate the answers. Answering everything as "always", it yielded the lowest aggression, and everything as "never" yielded highest aggression. When reading the questions, I'm not sure I understand why this is the result it gave. If these results are indeed true, I need to be very careful in how I communicate in my professional life because we have to tread lightly sometimes when talking to families. In my personal life, I do not want to create unease unintentionally. 

The second score which I will share is my listening style. It says I am people-oriented, and although one of my peers agreed, the other believed I was more time-oriented. It is easy to see how I could fall into any category depending on the situation I am in and the people who are involved.

week 3

I do find myself communicating with different cultures regularly because of the diversity of the community in which I work. It is important to understand their views, expectations, and sometimes limitations when communicating. If I am working with a family who does not speak English fluently, I'm more apt to using smaller vocabulary and am prepared to explain in other terms what words or phrases mean in order to foster more communication when they appear confused. I can offer resources to help them in a variety of ways which can vary in language and generally are neutral towards gender, religion and race. I can offer supports in areas which they need, regardless of their differences from mine.

week 2

For this assignment, again consider what you have been learning about communication skills and styles. Then record an episode of a television show you do not normally watch. Watch the show with the sound turned off.

• What do you think the characters' relationships are based on the ways in which they are communicating?
• What are they feeling and expressing based on the nonverbal behavior you are observing?

I watched an episode of Dance Moms; I am not very familiar with it and this is helpful in order to prevent bias from previous knowledge of relationships. the episode starts with all the moms in one room ready to listen to the dance teacher reveal comments and pictures of the previous dancers. The dance teacher abbey is very animated, using her hands to speak. she shakes her head no a lot, waving her hands in the air in a questioning manner and looks like shes telling them something negatively, her gestures are very abrupt and fast. some moms  nod their heads in understanding. one, kelly, looked off at their child and blinking slowly, probably not agreeing with abbey.one of the moms makes a disgusted look when a child's picture is revealed, laughs and looks surprised. she raises a finger and asks a question, and abbey directs a question to a child. after the child finishes mothers shake their head and the same one seems to yell back. shes taking deep breaths and shaking her head a lot when she talks.abbey appears to talk about the children's upcoming performances and looks positive, nodding her head yes a lot and gesturing with fluid motions.the mother from earlier is resting her head on her hand. she then points alot while she talks and is abrupt with get gestures.

Now, watch the show with the sound turned on.

• What assumptions did you make about the characters and plot based on the ways in which you interpreted the communication you observed?
• Would your assumptions have been more correct if you had been watching a show you know well?

I was right that abbey was upset with the girls. The mother, kelly, was also upset, stating that when abby is angry she takes it out on the kids rather than the parents. She was surprised and upset that sophie was at the top of the picture reveal pyramid and not the other girl. she does indeed ask a question whens she points her finger, asking if the child not pictured (mattie) was not going on the trip to the next dance competition. the child brooke explains that she was not at the rehersal or dance studio the previous three days, and abbey says she should not compete because she didnt participate as the team. kelly counters that she was part of the rehersals all week to learn the routine, and should have a break for the weekend.abbey explains that the serious dance, that brooke is NOT going. she does not let brooke participate in the rehersal and asks her to play music, and kelly is mad and that came across in her gestures and her tone. the upcoming performance is positively talked about by abbey.

week 1

For your blog this week, think of someone (e.g., family member, celebrity, politician, friend, or professor) who demonstrates competent communication within a particular context. What behaviors does this person exhibit that make him or her effective? Would you want to model some of your own communication behaviors after this person? Why or why not?

My father is a competent communicator. He is attentive, listening to me/others and observing physical characteristics which I exhibit while hes talking. He speaks clearly,and explains further when sensing confusion, discomfort, or a different type of emotion. He doesn't talk to fast and also uses gestures and expressions. I have defiantly grown up mimicking many of the skills and traits he exhibits, and I believe it has played a part in my effective communication as an educator today.

wk8

I hope that when working with children and families who come from diverse backgrounds that we can come together to educate others and promote acceptance.

My goal to set for the early childhood field is to truly educate all teachers and staff who work with children about the positives of diversity and how we can prevent children from forming biased opinions through us.

Thankyou to my colleagues for participating in discussions and blogs and therefore sharing your opinions and experiences. they are all truly unique.

wk 7

The family which is joining our center is from China. One of the first things I would do is figure out the dialect of Chinese they speak. This would help support them by having some words and phrases in their native language and would also give us an opportunity to help communicate further through translated newsletters and additional information. The second thing which would help this family would be to explore their family structure so that we do not make them uncomfortable. I am aware that some Asian cultures (as well as others) only allow the male to make decisions and that can play a part in how we interact with the family. The third item would be determining what their family expects in terms of educating their child, and this also includes how verbal the child is, eye contact, and obedience expectations/ reprimands. Although we may not agree with their expectations, it is our job to work with the family on finding a common ground. the fourth  preparation would be to explore some of their holidays and traditions and bring that into the classroom/curriculum (if able to) so that the child is more comfortable in the new setting. The fifth would be to compile a list of resources which the family may not know are available in our area. Since traveling out of the country can be a drastic change, they may not be aware of all of the US's benefits, assistant programs or difference in their expectations which may shock them.

I believe doing these things would help the family feel more at ease. Although they may not be totally comfortable, they can see that we are willing to help make the transition easier and are open to new things. Hopefully it would show them that we have their child's best interests at heart and that building a relationship with the family is the best way to start. There may be many questions that both parties have, and this opens the door for further positive communication and understanding.

wk6

• What memory do you have of an incident when you experienced bias, prejudice, and/or oppression, or witnessed someone else as the target of bias, prejudice, and/or oppression? Keep in mind that one can encounter such incidents in real contexts, including online environments, as well as in fictional ones, such as movies, books, television shows, and the like.

My close family friends have been targets of discrimination because of their sexual orientation

• In what way(s) did the specific bias, prejudice and/or oppression in that incident diminish equity?

I feel that everyone has a right to love and partake in activities they choose, saying that their orientation is wrong or disgusting is simply not our business or place to assume they should feel differently

• What feelings did this incident bring up for you?

it makes me angry that people can not be themselves

• What and/or who would have to change in order to turn this incident into an opportunity for greater equity?

society is slowly changing and becoming more accepting, but there will always be people who have a different opinion on how things should be

wk4

Honestly, this assignment is now repetitive. it's the third time we've had to describe a scenario. I dont feel that this is helpful any longer to our learning and is very forced. soooooo here's the assignment...

I am regularly microinsulted. It often happens with my religion. At a party last night, in fact, we were playing a game  (similar to Apples to Apples) which I was continuously a target of. A "subject" card is selected, such as "If I had ____ I would be ____". then the rest of the group selects cards from their hand to be the best suited for the blanks on the subject card. person who's turn it is chooses the fitting card out of these options. I this senario, I always got the jewish-oriented cards when it was my turn to pick. Although some of it is the 'luck' of the draw of the hands' dealt, it was not uncommon for me to have to pick through cards such as Ashuwitz, The Jews, and Penny Pincher as the options given to me. So in this case, "If i had The Jews I would be a Penny Pincher". Of course, I would not have to pick these options, and sometimes they did not make sense. my friends also did not create these cards. generally things like this do no bother me, especially among friends who are not intending harm. but to many this can be very insulting.

i discussed this week's video with my friends, and they laughed. maybe it is because their banter and pokes do not bother me.

wk 3

the three people which ive spoken with all revolve their diversity around ethnicity or religion. it is interesting that their culture definitions are specific to religion, versus their diversity relates to ethnicity. In this course, we have greatly expanded on the ways which diversity and culture can be defined. although one of the people i spoke with is handicapped, this did not come up in the conversation concerning diversity, which it plays a huge role in her life and she continuously advocates for disabled people.

wk 2

The first item i would choose would be a family photograph of us on vacation, the second would be a necklace with a Jewish star on it, and the third would be a special blanket.

the photograph shows how our family is close and had a regular vacation together, a tradition. It also shows the way we like to dress, and the environment we enjoyed. 

The necklace represents a gift which my parents gave me in celebration of a milestone achieved in my religious process. It is a gold necklace, which can represent the money spent and the worth it plays in supporting this accomplishment. In addition to it's symbolic representation, the Jewish star is rooted in the religion and shows our beliefs. 

The third item may seem very strange for most people,but for me it is a representation of belonging. Family friends gave me the blanket when i was born, I was swaddled in it. This closeness and feeling of being surrounded  is always present when I have the blanket with me. It is a comforting item. It also shows how our family and friends celebrated the birth of a child (me) and how the symbol of the blanket has stayed with me through adulthood. It provides warmth, comfort, and memories. 

If i could only keep one personal item, that would be ok. Each of these items are representations of things, and the memories attached will live on beyond having the item present. 

I am surprised that these items are the ones which I would keep. interestingly, i am ok with having none of these items as well. knowing who I am and remember how my family lived would be enough. 

wk8 blog

• what insights have you gained about research from taking this course?
• In what ways have your ideas about the nature of doing research changed?
• What lessons about planning, designing, and conducting research in early childhood did you learn?
• What were some of the challenges you encountered—and in what ways did you meet them?
• What are some of the ways your perceptions of an early childhood professional have been modified as a result of this course?

I have learned a lot about the different types of research and the different subgroups which contribute to research studies. I never realize how many aspects go into proposing a research topic. there are numerous different ways to design and conduct research which I am now more familiar with and I now have expanded my vocabulary concerning research. My biggest challenge was posing the question I truly wanted to ask. I was unable to formulate it in quite the right way, and ended up taking a slightly different direction. In terms of early childhood research professionals, it takes a great deal of time and effort, as well as trial and error, to ensure a solid research foundation and method. 

Congratulations to the class on the completion of yet another course! 

wk 5

I choose to look at the European Early Childhood Education Research Association (EECERA) at http://www.eecera.org/

One of the research topics I found articles about was similar to an issue we explore here every day: societalization of early childhood education and services. They discuss policies and the growing awareness that early childhood care programs support pivotal points in development. They too are struggling with maintaining enough high quality programs which are accessible to families.

wk 3

One of the most positive effects research has is the ability to actually find ways to help people. For example, studies have been conducted on the effects of certain drugs on the ability for children to function when they have issues such as ADHD. Although there are always possible side effects of drug use, they have found numerous pills which are able to enhance many children and adults abilities, and many times it out weighs the risk of not taking it. Conditions like ADHD are not life threatening, but it helps people regulate themselves in order to continue to succeed. 

wk2

My topic is focused on behavior management and the use of behavior and emotional rating scales in the classroom. The research chart elements were something not uncommon for me, since we have had to use resources and do some basic research through out this program. I feel like this class should have been offered as a second course rather than a 5th course (for me anyway).  Any insight on using rating scales is greatly appreciated!

wk1

Blog is active! welcome to research competencies...

week 8 blog assignment

I find it interesting that we are to post consequences of learning. Shouldn't it be considered unfortunate knowledge rather than a consequence of knowing more things? I find it disappointing that although Korea has a strict educational system that if you do not have access to money that the English courses are hard to obtain. I find it unfortunate that children struggle to have a better life. It is amazing to me that at elementary age, they are already choosing career goals.

my goal is to make more people aware of the teaching opportunities there are outside of the US in order for people to have a chance to make a difference as well as travel the world.

week 7 blog assignment

One of the issues regularly discusses by Ms.Nokes and her colleges is the differences between family incomes. Since city families generally have more money, the education level available for these children is much higher. Most educators do not want to work in the country because of safety, pay, and accessibility to familiar amenities. 

Moving to S.Korea to teach english was something Ms.Nokes stumbled upon. The company she works for provides housing and food as well as gives her the opportunity to travel regularly. It expands her knowledge of other places and languages as she travels.

Ms.Nokes wants to continue teaching english and hopes that government funding is shifted more towards the families in the country who can not afford extensive English learning classes.

wk6 blog assignment

I explored the care & education link and found that they offer a ZERO TO THREE Web exclusive! an interactive learning tool designed to help parents and caregivers encourage their young children's early learning. You choose an age rage  from http://www.zerotothree.org/early-care-education/school-readiness-interactive-birth-to-3/ and it gives you tips and suggestions for good practices at home and school.


I think this area specifically is dedicated to equity and excellence for early childhood children because it is a tool that educators and parents can use in order to support children. They have skill areas to click on which include language and literacy, thinking skills, self control, self confidence. this allows families to target areas which they may need more information about or see a weakness that needs support.

week 5 blog assignment

One of the things that Ms.Nokes encounters a lot is the pressure that is put on the children of korea. Children who are well off are often from the city, and go to school from about 8-3 to study english math or science depending on if their career target of a doctor or engineer. She is quick to point out that these children are between the ages of 6-18 and already have a career choice! Once that part of school is over, either a private tutor or a second school period from 6-10pm and do homework until midnight. These children are forced to spend long strenuous hours for a future that is planned already.  The children who live in the country are not as fortunate. The government gives money to villages to send children to an english immersion program for a week every year. Ms.Nokes finds that the children raised in the country are often much more polite and well behaved in comparison to the privledged children in the city. They understand the responsibilities that are placed on them when they are selected to take part in the english immersion program and are respectful. They are proud to be chosen, and get their pictures taken with the school for the local newspaper. Apparently, it is hard to find people to teach in the country because of discrimination. If you are a white english speaker, you are seen as different but beautiful. Any other race which is fluent is generally not accepted and does not get hired easily. Ms.Nokes discussed with me how many great teachers are not being hired and it does not allow for as many children to get a good quality education.

week 4 blog assignment

On the Zero to Three website, I find the behavior and development section particularly relevant. I encounter difficult behavior often, and there is a page dedicated to resources with tips suggestions on how to deal with it. 

One of the Q&A's about behavior struck me asking what to do when"telling her, No and swatting her hand when she touches something she shouldn't" doesn't work. I found it interesting that no where in the main answer, did they explain that swatting the child may not be the best practice. At the end of the main answer, there is a read more section that does discuss it, but it strikes me as odd that it was something you had to dig for. The main answer, actually, doesn't really give much information about how to handle it, other than to explain it is generally accepted for a child that age to repeat the action even after being told no. For parents searching for a quick answer, it doesn't directly give them proper ways to  deal with the behavior, but shrugs it off. Upon further inspection in the 'read more' link after the answer, it does go in depth.

I feel that exploring the sight further, parents have a lot of concerns and questions that many childcare workers may feel are basic common understanding. It is good to keep in mind that parents, even if they have had other children, do not always see things the way that educators do.

week 3 blog assignment

My contact, Ms.Nokes, graduated from a US school with a degree in business. Knowing she was not interested in business as a career, she talked with friends and family about her ambitions to travel. She was presented with an opportunity to travel to South Korea to get paid to teach English and decided it was a win-win. Her food and housing is paid for, and her salary allows her to travel frequently. She has noticed that many colleagues are teaching in S.Korea because they did not want to go through all the certifications necessary in their own countries.

In terms of poverty, she says there is a noticeable difference. She works at a private school in an English-speaking village. Public school children in grade 6 spend a week of 'camp' at the school to teach them subjects such as cooking, science, world currencies, global connections, and world festivals all in English. She expressed that the level of English competency in children is much higher with families who have money. Privileged children are often in English classes year round and many travel extensively, which gives them an opportunity to use their language skills outside of school. Underprivileged children are often embarrassed by their lack of experience visiting other countries and often have a very different view of the world than those who have. 

I think it is unfortunate that the children only get a week of English intensive classes, and that in her area it is restricted to grade 6. One week is not enough for someone to fully grasp the basics of our language (or any, for that matter!!) 

week 2 blog assignment

Zero to three @ http://www.zerotothree.org/

The focus of Zero to Three is to " informs, trains and supports professionals, policymakers and parents in their efforts to improve the lives of infants and toddlers" and to "promote the health and development of infants and toddlers" (zero to three, 2012)

One issue on the website (I have yet to receive a newsletter) is the article on "Helping Young Children Cope After Exposure to a Traumatic Event" this article was prompted by tragedy at Sandy Hook Elementaryin CT and relevant currently in our society. It is also good information for any events which have occurred or may occur in the future. It gives key traits to identify as possible red flags that a traumatic even occurred  and information on what you can do to work with these children. Additionally, there is a list of other resources which can aid an educator in traumatic events.

Zero To Three (2012) About Us. Retrieved from http://www.zerotothree.org/about-us/

Week 1 Blog Assignment

I wanted to have a more personal connection with the professionals that I will be conversing with. I choose to reach out to my friends to see if they knew anyone which fit my criteria. Fortunately, i found three who were willing to work with me, and interestingly two of them work in Korea. These two I have made contact with through my friends, which gives us a connection. there is a 16 hour difference between here and there, so I am prepared to talk in frequent exchanges but not directly back and fourth.

I have chosen Zero to Three because I am familiar with NAEYC and recognize zero to three to be another great resource to be familiar with. I do want to point out that NAEYC requires a membership to fully access the site, and the process takes 2-3 weeks so it may not be an avenue that you may want to explore.