Evaluating Impacts on Professional Practice

Describe in detail the consequences you might expect for the children and families with whom you work while you experience specific “–ism(s)” in your own life. Include specific examples either those you have and/or are experiencing or ones you would anticipate.

At the current time I am not an educator; however I have encountered some issues with “ISMS” as I did my student teaching.

One day I was asked to assist Mr. Hernandez 3^rd Grade class. As I introduced myself one of the child’s parents interrupted and asked where was I from. I advised her that I was a native Houstonian. She went on to say that my name sound like it can from the motherland implying that my name was from Africa.  I got very upset and asked Mr. Hernandez if I could speak with him outside. I did not want to create a scene in front of the children.

While we were outside the classroom I told Mr. Hernandez that I was offended by the parent’s comment. He first thanked me for not getting upset in front of the students. As a professional I do not like to create conflict and I also like to set positive examples for children who cross my path. Mr. Hernandez did agree that the parent comment was racist and he indicated that he would address the issue with the parent while I carry out the lesson.

When we entered the classroom the students were anxious to get to the learning center as we left them on the carpet tracing their alphabets. While in the learning center one child asked me was I ok. I smiled and said yes Matthew thank you for asking. He said your eyes do not look as bright as they were when we got here this morning. It concerned me that the student was able to see that I was bothered. Mr. Hernandez spoke with the parent  in back of the class then she asked to speak with me. She apologized for her actions and indicated that at the time she said the comment she did not think about what she was saying. As educators we must think things through before responding so that we do not say things that are harmful to others. We must not reference one’s race, ethnicity or culture in an effort to create an anti-bias classroom. As the day went on I smiled so that I would not let my emotions interfere we me providing children with quality learning experiences.

Observing Communication

Today I went into the local Kroger’s Grocery store to buy some milk. As I was about to enter the store there was some Girl Scouts selling cookies. I observed the communication between the Girl Scouts and their potential customers. There was one lady standing there as the Girl Scout asked her if she wanted to buy some cookies. The lady decided to take a look at the cookies. When the Girl Scouts asked her if she wanted to buy any of the cookies that she saw the lady was too busy text messaging on her cell phone and did not respond. She was not paying any attention to the Girl Scouts so the Girl Scout asked her the same question again. The lady was not being attentive and continued text messaging on her phone as she stood in front of the cookie stand.

Another customer walked up so the Girl Scout asked the man if he wanted to buy cookies. The man said yes and asked for three boxes of cookies. When the Girl Scout was about to reach the man the cookies, the lady who was standing there previously started getting upset because she was there first.  The Girl Scout explained to the lady that she asked her several times if she wanted cookies and she did not respond. The Girl Scout assumed that the woman did not want the cookies because she ignored her. “When you ignore babies, you tell them that they are not valued” (Kovach & Da Ros-Voseles , 2011). This is why the Girl Scout went on and began helping the other customer. If the lady would have been attentive in the beginning she could have purchased the cookies then left the stand. The lady began telling and saying mean things to the Girls Scout. The Girl Scout began crying and went sat in her chair near the stand. The scout’s sponsor walked over to the woman and advised her that her behavior is inappropriate. She also went on to explain how the Girl Scout asked her several times if she wanted anything. The lady walked to the Girl Scout and apologized for her behavior. She did not want any cookies but did make a donation to the Girl Scout.

After reading this week’s resources I must keep in mind that all people are important and we must treat people how we would like to be treated.  If you make people feel less than who they are then there will be ongoing conflict. This can hinder children’s self esteem because they do not feel significant. It is also important to be respectful of others and show them attention as you would want the same thing if someone was listening to you.

Reference:

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=ehost-live&scope=site

Creating Affirming Environment

Within my family childcare home, I would have all the walls painted in loud bright colors. The bright colors would make children and families alert when they enter the classroom. The walls would be covered with posters of families from all ethnicity so that every culture can be represented within my classroom community. I hope to provide an environment that supports all cultures so that children can feel welcomed and respected within the classroom community. I want the environment to be welcoming to all children and families. Bulletin boards, illustration boards, and canvas boards would be displayed throughout the classroom so that children can sketch their own images of people who are significant to them. Through art children are able to express themselves. I would also incorporate a wall for children to bring photos of anything that they wish so that they can feel belonged. Children imitate those people who are close to them. I would have them bring weekly photos of their choice to get an overall idea of what is important to them. “A culturally consistent environment also reflects the children’s real lives, families and communities” (Sparks& Edwards, 2010, pg.49). From the photos I would be able to learn so much about the children and the people and things in their home environment.

I would have my classroom setup in learning centers. At each center there will be a table with chairs for children to sit in.  The children will rotate centers throughout the day. The assignments at each center would challenge the students to work together and create a sense of community by building positive relationships with one another.  Children would always sit in groups and not seat individually so that they could learn from one another. There will also be a carpet in the middle of the classroom from educator and student interaction during reading time. I would allow children to use puppets and dolls of all races to represent diversity as they re-enact what they have read. “Many anti-bias educators use storytelling with persona dolls to introduce stories related to children lives, as well as to broaden their awareness of various aspects of diversity” (Sparks& Edwards, 2010, pg.44). From that educators can keep the child’s attention though interactions about the lessons being studied.

Additional things within my classroom would be a conference center where I sit with parents to discuss their children progress within my classroom community. Educators should collaborate with the families to ensure that they are addressing the needs of the children and have the available resources needed to care for the child. Parents would also be able to come in and observe their children.

Reference:

Derman-Sparks, L., & Olsen Edwards, J. (2010). Anti-bias education for young children and ourselves. Washington, D.C.: National Association for the Education of Young Children (NAEYC).
Laureate Education, Inc. (2011). “Welcome to an Anti-Bias Learning Community.” Baltimore, MD: Author