Observing Communication

I witness many conversations throughout the day with my students, other students as well as adults, paraprofessionals and parents. However, I recall watching one of my students and his mother have a conversation about his behavior at school. While I thought about what conversation I wanted to recall, I chose to discuss the positive interactions of this particular conversation.

This student had a difficult day at school; he refused to follow directions; he was pushing other students; and he slapped a girl on the playground during recess. Because of his behavior, he had consequences. I marked this in his discipline folder, and when school was dismissed, I spoke with his mother about his behavior. During our conversation, he tried to interrupt, but his mother politely asked him to remain quiet for a few moments while we spoke. She was very sweet and showed no anger.

After the parent and I were finished, she began talking to her son. It was not a "You are in trouble when you get home;" rather, it was a question and answer time. She asked her son to explain to her why he had this type of day. She listened to him without interrupting him, and she let him explain to her why he displayed this type of behavior. She never got angry or irritated with him, but she let him talk and then explained to him why it was wrong to hit and not behave. I was so impressed with the gentle nature of this mother, and equally impressed at the mutual respect among the two.

This conversation taught me a valuable lesson; to always show respect to children (even if they are only 4 years old0 and let them actually have a voice in the conversation rather than make them feel as if they are not allowed to communicate. In order to gain respect, it must be given as well.  I realize I need to do a better job of communicating, and allowing my children to speak more while I listen more.

References

Laureate Education Inc.(Producer). (2011). Communicating With Young Children. Baltimore, MD: Author

Creating Affirming Environments

My vision for an anti-bias classroom is actually quite simple. All families and children would be represented, as well as displaying pictures of all cultures and races. I would ensure my students as well as their families knew we were all a big family. This is actually what my classroom currently looks like. I have several ELL students; any and ALL information I send home is translated into their home language. This has always made my parents of the ELL students feel good about sending their child to school because they know I am going to communicate with them regardless of their language.

Derman-Sparks & Edwards (2010) reminds us we are to have materials that invite children to explore and discover. An ideal anti-bias environment embraces this. Many cultures are represented through play, music and movement, puzzles, and reading material. (As well as all other centers)

Books should be a wide variety with much diversity, but engaged students to want to explore. Many books about different races, traditions, as well as languages should be purchased and used.

Puzzles should be diverse, as well. I have witnessed my students having discussions about the puzzles I place out. They will begin to explore the puzzles, but then I find them in conversations about the differences of the people and the "parties" they are having. This is so amazing for acceptance, learning to appreciate diversity, as well as oral language development.

A wide variety of music should be used. Again, I have several ELL students who only speak Spanish, so I make sure I play songs that are in Spanish. It is absolutely wonderful for all of my students as they begin to appreciate each other and the language spoken.

These are a just a few of the centers that should be culturally diverse; all centers should be this way. Dolls should be all ethnicities that are present in a classroom or center as well as dress up clothes that represent a variety of traditions, cultures, and races. It is important to remember "The look and sounds of the room reflect the family cultures and daily lives of children" (Derman-Sparks & Edwards, 2010, p. 43). I want all families to know we represent everyone, accept everyone, and embrace each other daily.

References

Derman-Sparks, & Edwards, J. (2010). Anti-Bias education for young children and ourselves.

               Washington D.C. National Association for the Education of Young Children( NAEYC).