Week 8 :: Finally Done--Thank you!!

Wow! I cannot believe I am finally done with this program! When I started eighteen months ago, I thought the end would come with a huge feeling of accomplishment and relief. Sadly, I am not feeling any of that. I think it will all hit me when I get confirmation that I actually have the diploma coming and that my MA-6 got full points! I also think this is a time of mourning  in a way as well. I will mourn the loss of all the homework that took up all of my free time and depleted my social calendar.

I feel drained and tired and spent. I know this will all wear off but right now, in this moment, it is hard for me to celebrate. I just celebrated my birthday last night (Oct 18) and I had to leave the dinner early to make sure I started on my last assignment on time in order to finish it, edit it and change it. I told myself that after this is all done I will celebrate...maybe that's what I need to do...get through this first and then BREATHE! Then celebrate!

Farewells/Thank Yous First
There are some people I would love to celebrate and thank.

First of all, DR TERI! For goodness sake! If it weren't for her I would have been a wreck. She was sop patient and supportive. I never felt as though my screw-ups were as major as I thought because she assured me they weren't. I was suffering through some medical issues during this course and could only bring myself to do so much work at a time. Dr. Teri's newsletters helped me go step by step and focus on one thing at a time...I was so grateful for those bits of organizational wisdom! The newsletters were a life saver for sure!

I would also like to thank and say goodbye to my colleagues who helped me during this course:
Jody Kruger
Karen Davis
Wendy Newby
Kaitlyn McPhillips
Stacie Phillips

Although I may not have commented on all of your blogs all of the time, or to your discussions, I did learn a lot from reading your thoughts and your experiences. I do wish to keep in contact with all of you so please please send me your contact info! My contact info is:

Kim Martin
teacher.kim2011@gmail.com

Three Deeply-Felt Learnings & Some Photos

I know I have felt so strongly about early childhood for a long time. I just never knew how much until I embarked on this journey. Why would anyone give up all their free time and social life for a degree? I did it because I am passionate about teaching children, and now, teaching adults how to teach children.
I feel deeply that my voice is just now beginning to be heard. I know that with the degree behind me, I have the credibility to finally be heard and that will be necessary to make things happen.

I also feel deeply about revamping the entire thought process about self-esteem. We need another way to look at building confidence in children. We need a new definition of self-esteem and we need to STOP focusing on that aspect of development. Instead, turn towards confidence. Rephrase the discussion and start teaching how to build confidence through self-control and independence.

Finally, I feel deeply that things in the field will never get beyond where they are as long as the government is paying the bills. We need more efforts from the private sector and more support from wealthy people/movie stars/philanthropists who champion efforts over seas. We need a more diverse dialogue in order to get the changes we need (fair wages, help for for-profit schools, etc). We need the support of the scientific community and the movers and shakers on Wall Street to devote their resources to funding endeavors that get over-looked.

Here are some photos of me with the kids as they celebrated my birthday in class on Thursday (I took my actual birthday off...it was Friday the 18th). We had a dance party and it was also Crazy Hair Day!! I bought glow wristbands for them so we turned off the lights and danced in the dark holding out hands in the air! It was a blast and it always reminds me why I do what I do...because I love it!

One long term goal

My one goal is to visit Jody in Qatar! Ever since I read about her life there and what she is doing there and how she has the resources to do so many great things, I want to go there and learn and work there! Hopefully she will still be there doing great work when I am ready to visit!

Thank you all again for helping me through this. I hope I was able to be of some help to some of you. I will be sure to keep in contact with you as well. We are in this together and forever bonded through the process. We shared something so important and special...no one else but us and others who came before us know what this feels like. The shared experience is amazing. I want to see how and where you go from here! The sky's the limit!

Week 6 :: International ECE Job Prospects

This was fun. I had already been researching jobs on Vancouver Island, British Colombia, because I have always wanted to move there.

I went to Vancouver Island University for my first search:
http://www.viu.ca/ce/courses/healthandhumanservices.asp#human-services
I found some jobs listings for adjunct faculty (the job I do now for night school) that looked like something I would like to do there. Unfortunately they have no openings. They just list the jobs. They have 3 campuses so that gives me options.

Another source was my friend's non-profit organization based in China. The program is called Manos International and what they do is hire teachers to go into poor cities in countries all over the world and help set up schools to teach the children who cannot get to other schools due to lack of funds or transportation, etc. Their popular program is the cultural education program.
http://www.manosintl.org/cultural-education-program.html
From the site:
The Cultural Education Program is Manos' core program, where volunteers bring enriching youth development activities to our community centers and sites themed on four countries each program year. The Program incorporates fun educational activities that build life skills, while teaching global and cultural awareness.  Over the years, we have studied more than 20 countries with the children we serve. Each country is hosted over a four week session where our Community Centers transform into the country being studied.  Children enter the Centers with their Manos "Passports"  and get an international traveling experience, brought directly to them at their community centers. Volunteers share the sights and sounds of four different countries through planned activities over four week for each country:

• General education about each country (such as geography, population, language, history).
• Arts & crafts themed on each country
•  Indoor and outdoor games, including sports from the four countries
• And, finally, each four-week session ends with a Cultural Party, where the community centers are further transformed for a grand finale event.

They always have teacher positions open and I have always wanted to help out with this wonderful organization.

Finally, I found UNJobs and they had this job listing that sounded interesting:
http://unjobs.org/vacancies/1378152763408

Tracking Code 302252-818 Job Description

This is a local position. Candidates must have legal authorization to work and currently reside in Kenya, to be considered for this position.

ChildFund Kenya is recruiting for the position of Program Manager and is seeking for a self motivated and dynamic individual to spearhead the implementation of one of its Early Childhood Development project in Nairobi and Coastal regions. The position will report to the Programs Director. The project's goal is 'Assuring the essential of optimal development of infants and young children affected by HIV and Aids'.

Working closely with the ECD Specialist, the Grants Coordinator, affiliated COs, and other stakeholders on the ground, the Program Manager will be responsible for the following:

• Lead and coordinate the development of Detailed Implementation Plans (DIP) and oversee implementation of the project activities in line with the approved plans
• Ensure plans are implemented according to approved budget and donor guidelines, and that ChildFund procedures and policies are adhered to at all times.
• Regularly monitor and evaluate project activities and use the information to improve project quality and implementation; and to pro-actively identify risks related to contract compliance and prescribe, implement and manage corrective action.
• Timely preparation and submission of quality progress reports that meet the organizations/donor requirements, as stipulated in the contract.
• Maintain accurate project records.
• Maintain staff technical proficiency and productivity.
• Document lessons learnt and best practices for experience sharing and replication.
• Ensure project staff adheres to the organisation's programming principles, procurement, administrative and financial policies.

Required Skills

• A Bachelors degree level qualification in Development studies or Social Sciences from a reputable University,
• Ability to work with minimum supervision and meet strict deadlines.
• Demonstrated experience implementing programs with Community Based Organizations.
• Team Player with excellent communication and community mobilization skills.
• High level of credibility and integrity.
• Excellent interpersonal skills and demonstrated ability to lead and work effectively in team situations.
• Excellent communication and report writing skills.
• Training and facilitation skills and experience are required.
• Ability to manage multiple priorities.

Required Experience

• A minimum of 3 years experience in programme design, implementation, monitoring, evaluation and donor contract management.

Job Location Nairobi, Nairobi, Kenya Position Type Full-Time/Regular Salary 180,000.00 - 200,000.00 KES

Week 4 :: National and Federal Organizations or Communities

• At least three national/federal organizations or communities of practice that appealed to you and why you chose them

1. Of course I chose the NAEYC (http://www.naeyc.org/about/jobs) as an organization for which to find a career. I love everything they stand for. I would love to write for them in their journal, Young Children. Currently there are jobs available. Here is one I thought would be a good starting point for a newcomer like me:

Program Coordinator

NAEYC is seeking a Program Coordinator to support the work of our early childhood program Accreditation System.  The Program Coordinator is a customer service professional in the NAEYC Academy who supports the work of the accreditation system.  Duties include providing technical assistance on the accreditation process, policies and procedures to accreditation consumers, including program staff and the public.  The Coordinator is also responsible for working with NAEYC consumers throughout all aspects of the accreditation process and providing administrative assistance to the Accreditation team.    

Knowledge of NAEYC’s early childhood program accreditation system, 1-2 years clerical/administrative experience, and experience handling a high volume calls are required.  Call center experience and an Associates degree preferred.  Experience in the field of early childhood education and a sound understanding of its practices is plus.  Excellent oral and written communication, MS Office and database skills are also required.  Must be able to meet deadlines, work independently and work as part of a team in a fast-paced environment.  Salary mid-$ 30’s with good benefits.  To apply:   Send cover letter and resume to HR-PC, NAEYC, 1313 L Street, NW, Washington, DC 20005 or email hr@naeyc.org or fax (202)-328-1846

2. Then I looked into the US Department of Education (https://www.usajobs.gov/JobSearch/Search/GetResults?OrganizationID=ED&ApplicantEligibility=all). I believe there needs to be a policy over-haul with regards to how education is seen and funded. So many schools that are doing things right get over-looked by schools that are doing things wrong. I would love to work with upcoming politicians to and policy makers to try and think outside the box and determine how best to handle funding.

Currently, the only positions open there are for research scientists. I do not qualify based on my education  in the required subject matter.

Job Title:Associate Education Research Scientist/Analyst, AD-1730-00

Department:Department Of Education

Agency:Institute of Education Sciences

Job Announcement Number:IES-2013-0022

SALARY RANGE:	$60,000.00 to $95,000.00 / Per Year
OPEN PERIOD:	Wednesday, August 28, 2013 to Tuesday, December 31, 2013
SERIES & GRADE:	AD-1730-00
POSITION INFORMATION:	Full time - Temporary for 3 years with possible 3 year extension
DUTY LOCATIONS:	FEW vacancies - District Of Columbia County, DC, USView Map
WHO MAY APPLY:	This announcement is open to all U.S. citizens. One or more position(s) may be filled.

JOB SUMMARY:

Join our Team! The U.S. Department of Education (ED)is looking for the best and brightest to ensure equal access to education and to promote educational excellence throughout the nation.

3. Then I was interested in the National Institution for Early Education Research (http://nieer.org/about/jobs). I find research to be fascinating. I love thinking about problems and how to best solve them through looking at data and findings and doing the research. Currently the only job opening there is for data collector. 

Job Opportunities

Data Collectors

 

The National Institute for Early Education Research is seeking Data Collectors year-round. 

 

Applicants should be graduate students, have a BA or be upperclassman undergraduate students with a focus on child development, early childhood, psychology or related field. Knowledgeable about child development and developmentally appropriate early childhood teaching practices (e.g. Teacher) preferred. Experience in classroom settings and/or working with children highly preferred. Must be available to work 2-3x per week during data collection period; days are flexible and must be available to attend intensive trainings that vary between 2 days and a full week. The successful candidate is expected to demonstrate an excellent academic record (GPA should be 3.0 or better).

 

Founded in 2002, the National Institute for Early Education Research (NIEER) is affiliated with the Graduate School of Education at Rutgers University, a Research I institution.  NIEER supports early childhood policy development by providing independent research and analysis. The Institute’s work includes large-scale, multi-state evaluations of the effectiveness of PreK programs, randomized trials of alternative programs and policies, research syntheses, and national and international evaluations of early childhood programs. 

 

Pay is competitive. To apply please send a letter of interest, curriculum vita, transcript (if currently a student), and the names of two references. Submit these to Carol Contreras, at ccontreras@nieer.org. Please include the phrase “Data Collector” in your subject line. Applications will be considered on a rolling basis. For questions, contact Milagros Nores, at mnores@nieer.org..

 

Rutgers University is an equal opportunity/affirmative action employer committed to diversity. Women, minorities, and members of under-represented groups are encouraged to apply. 

----------------------------------

The skills and abilities that I would need for the second jobs would be a higher degree with a focus on the research. I would also need experience in doing research. 

As for writing for the NAEYC publication, I qualify to do that now. I just need to find something to write about.

EDUC 6990: Week 2: Local and State Organizations

• At least three local or state organizations or communities of practice that appealed to you, any job opportunities, skills and experience for said jobs, and explain why you chose them.

The three organizations I chose were:

1.  CSUF: My alma mater: http://hr.fullerton.edu/Jobs/

The reason why I chose my alma mater was because i always told myself that I would go back and teach there someday. My time spent there during undergrad was memorable and meaningful. I would love to give back and work as a faculty in the Child Development department. For example, I would need a Master's Degree and experience teaching adults to qualify for an adjunct instructor in the CDE program. 

2.  Pacific Oaks College: http://www.pacificoaks.edu/Home

I chose Pacific Oaks because I remember touring the college and child development center years ago when I was getting my AA degree  I always thought having a job there would be out of my reach but now I see it as something very attainable--within my grasp. The most recent job openings they show are for Master Teachers and Faculty. Currently, I do not qualify to be a professor as they need a PhD. I do qualify to be a Master Teacher in the preschool classroom.

3.  OCDE—Orange County Department of Education: http://www.ocde.us/Pages/default.aspx

I chose OCDE because they were the organization that helped me afford child care for my son when I was working and going to school. They provided scholarships for me and they are responsible for all of the Orange County schools. They have several departments in which I could work and affect change. The qualifications for the openings they have are what I have now. For example, the position of Project Liason for ECE department only requires a Master's or equivalent and experience teaching adults.

EDUC 6990 Week 1 :: Reactivating My Blog

Hello and welcome to my blog for EDUC 6990. I look forward to reading your blogs as well and reading your comments. Congratulations on making it this far and go hard and strong til the end!

EDUC 6165 :: Week 8 :: Reflection

This is the end of the course and that means it's time to reflect on what I have learned this semester. This course really came at a perfect time for me. I am gaining more responsibility at my second job (teaching adults ECE) and I am also experiencing some difficulty communicating with my step-father due to a money issue. Both of these situations require me to use all of the communication and collaboration skills I studied. I did get good advice from my online classmates regarding the situation with my step-father and reading your blogs and discussion comments helped a lot too. I would like to extend myself to you as well so that we can continue to help each other even after the courses are over.

Feel free to contact me via email: teacher.kim2011@gmail.com

I would love to stay in touch. Good luck with your future endeavors! You will shine!
Kim Martin

EDUC 6165 :: Week 6 :: Groups

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? 
I have been part of high-performing groups and yes, they are hard to leave. Why? Probably because of the positive experience I had within the group. I often have the urge to want to start a new project just so I can experience the same feelings of success and pride of a job well done.


--What sorts of closing rituals have you experienced or wish you had experienced? 
My favorite closing ritual before the group adjourns is the celebratory dinner! I teach night classes and at the end of each semester, on the last day of class, we all bring in food and celebrate our efforts. It's a fun time for us to look back on all we learned and have fun one last time as a group.

--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? Unfortunately I have not been able to meet any of my colleagues in person like I would like, because they all live in different states and some in different countries!. I think thought that I would like to stay in touch with many of them with whom I have developed a bond. Perhaps we can video chat or even make plans to travel to visit one another if it gets to be a close relationship.

--Why is adjourning an essential stage of teamwork? Adjournment is the closure a group has that illustrates a job is complete and new work is ready to begin. 

EDUC 6165 :: Week 5 Blog :: Conflict Communication

--Think about any disagreements, or conflicts, you have recently experienced or are currently experiencing at work with a supervisor or colleague, or someone in your personal life. 

I am currently having a conflict with my step-father concerning money I owe him. I am paying him back as I am able and he is requesting more money. At the time I am not able to increase the amount I am paying him so I offered to what I was able to do. He refused to accept my payments and made a threat over the phone. I asked him not to contact me via phone or in person and only through mail since we cannot communicate effectively. This has turned into something ugly that I do not like or want to have hanging over my head. My mother feel stuck in the middle and I feel horrible about that. 

I have thought a lot about using the techniques in the book but at this point emotions are on high. No one is in a calmed down enough place to be an effective communicator. We both know what we want and have expressed that. We both are not accepting of the terms the other has set. We need mediation. I do not think we can do it on our won.

--Share at least two strategies you have learned about that might help you manage or resolve the conflict more productively, and why these strategies might be effective. For example, could you suggest a compromise? Could you look for a broader range of solutions to your disagreement? Could you use some of the principles of nonviolent communication or the 3 R's to better help you resolve this conflict?

The 3 Rs are definitely not in the picture at the moment regarding this issue. I have such animosity towards my step-father at this time that I cannot find it in my heart to be respectful and responsive. I know what he wants. he just has a very horrible way of going about telling me (he threatened me). I would like to have an objective mediator work with us to facilitate some effective communication between us because we are both too stubborn and too upset to even try to work this out at this time.

--Also, if appropriate, ask your colleagues for their input and advice regarding, if not specific problems, how they have learned to be more effective communicators as it relates to conflict resolution skills.

Please, if anyone has any advice on how to cool off and think in a different way about a conflict please share. I am finding it hard to deal with his threats and I do not like being in a constant state of confusion regarding this matter. I want to be able to be the bigger person but his actions have shown him to resort to threats when the conversation is not going his way or he is not getting what he wants.

EDUC 6165 Week 4 :: Communication Assessments

For your blog this week, think about the similarities and differences between how you evaluated yourself as a communicator and how others evaluated you. 
--What is the one thing that surprised you the most? Why? 

--What other insights about communication did you gain this week? 

--Choose at least two to share with others through your blog and consider how each might inform your professional work and personal life.

For this assignment, I had a co-worker and one of my adult students from one of the night classes I teach evaluate me. The thing that surprised me was how differently my co-worker saw me as a communicator. For example, on the Communication Anxiety survey, she scored me on the LOW (21) side which meant that I would be very comfortable speaking in public and have no anxiety. I suppose I must play it off well or come across as confident when I am speaking in public because I scored myself as MODERATE (40). I am anxious in certain situations and comfortable in others. 

As for the evaluation by the student in my night class, I was curious to see if I am an effective communicator in that situation since I am teaching them about early childhood development. The surprising result came when we compared answers for the Listening Style survey. I scored in GROUP 1 which meant I was a PEOPLE ORIENTED. I am too trusting. I am empathetic and I care about others' feelings. The student scored me to be in GROUP 2 which is ACTION ORIENTED. I found this to be interesting and that the reason why she sees me this way could be because of my position as instructor and her position as student. It makes sense that she would see me as being organized and prepared and clear-cut, to the point. 

The final insight I gained this week was that I have some work to do to be a more effective communicator. I need not to be as concerned as I am about what my co-workers think about me. They are a gossipy bunch and I am not there for that. I need to refine how I come across and state my intentions in clear and respectful ways and not let the feelings I have towards them affect my communication with them.

EDUC 6165-7 :: Week 3 Blog :: Communication Styles

Think about the cultural diversity you see in your colleagues at school, in your neighborhood, in your workplace, and also, possibly, within your family. Consider all the aspects that make up culture, including race, religion, political affiliation, sexual orientation, varying abilities, and so on.

• Do you find yourself communicating differently with people from different groups and cultures?
• If yes, in what ways do you communicate differently?

Based on what you have learned this week, share at least three strategies you could use to help you communicate more effectively with the people or groups you have identified.

--------------------------------------------------------------------------------------------------

Of course I communicate differently depending on my audience. For example, when I am at work in the classroom with my three-year olds, I speak like a mother and teacher. When I am with my colleagues at work in a meeting, I speak like a professional teacher and practice my good listening skills. When I am out and about with my photography friends on a photo walk, we are relaxed, use slag and other in-group lingo that I wouldn't use in any other situation. When I am teaching my adult students in my night classes, I am professional yet I am also very conversational as well. I use technical language when necessary and also more casual, low language depending on the topic or context.

Three strategies I can use to communicate more effectively when in an intercultural situation would be the three found on page 180 of the text book:

1. recognize cultural differences
2. clarify behaviors as appropriate
3. adjust to differences

References

O'Hair, D., & Wiemann, M. (2012). Real communication: An introduction. New York:      Bedford/St.  Martin's.

EDUC 6165 :: Week 2 Blog :: Body Language

This week I was asked to watch an unfamiliar TV show with the sound off to see if I could guess the relationship between the characters just by watching them. The show I chose to watch was a reality show called "Chasing the Saturdays" that airs on E! TV.

When I first watched it with the sound off, I knew the characters were in an all-female pop band. The opening credits showed that clearly enough. The episode in question showed me two girls, very pretty, going to get tattoos. I thought they were either best friends or a couple. They looked happy to be together, hugged,  held hands, and tousled each others' hair. I got the feeling they were very close. As the episode went on I saw them arguing over something. They both looked angry and upset.

When I turned the sound on and watched the same parts of the episode, I was surprised to find out the two were sisters. The topic they were fighting about was the reasons why one had not been to visit the other. It was all very interesting.

I think my assumptions were close to accurate since I did not know the nature of the relationship of the characters and I had never before seen the show. I had the "aha" moment that they were sisters because my sister and I do not have a close bond like they did. I do love my sister and we hang out and have fun but we are not as touchy-feely as the two sisters in the episode.

EDUC 6165-7 :: Week 1 Blog

"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?"

The people whom I chose for this week's blog sre Dr. Neil DeGrasse Tyson, an astrophysicist, and Carl Sagan. 

Dr. Tyson is a very competent speaker in that he can take the most complex and hard to understand topics of quantum physics and explain in lay-mans terms in a very fascinating and magical way. I love listening to him talk. He made a good point about how teachers are special and what special teachers do. I replay this short video every time I get down on myself or had a bad teaching.

He is very inspirational just as Carl Sagan was. I think of these two as my favorite speakers of all time. Carl Sagan had a way of being very magical in his lectures and was so fascinated with the subject matter that he made you become fascinated as well. Here is my favorite opening of his from his show "Cosmos." His words are inspirational..."we're made of star stuff..."

I do try my best to be inspirational to the adult students in my night classes. I love what I teach (child development courses) and I do use some of their techniques to get my students to love the subject matter as well. I bring in my real-world experience and also the things I have learned. I make the subject matter interesting and I am passionate about it...just like Dr. Tyson and Carl Sagan.

Week 8 :: Professional Hopes and Goals

• One hope that you have when you think about working with children and families who come from diverse backgrounds 

I hope to really just get to know the families on a very personal level. I feel when that happens you have a deeper respect and love for them and them for you. I think all teachers and families should be closer than they are now. I am not saying become best friends with them but really bond with them and find out their day to day ways of being. What makes them happy. What are their goals as a family here in a strange or unfamiliar place?

• One goal you would like to set for the early childhood field related to issues of diversity, equity, and social justice 

I would like for the field to stop categorizing mixed race people into black or white. I would love to see a change that comes when we teach children that there is no such thing as a "black" way and a "white" way to do things. For example, there is no such ting as a "black way of speaking." This perpetuates stereotypes and focuses on the one-drop rule that is antiquated and discriminatory.

• A brief note of thanks to your colleagues:

I would like to thank all of you for taking the time to read and comment on my posts in the discussion as well as here on  my blog. I know I might have rambled on a lot about how I felt about race and diversity and I know my posts were not the most popular. I appreciate that we were all able to be professionals and find something constructive and supportive to say about each others' experiences. I wish you all well in your future endeavors and I know you will be making a difference out there with the children and families you touch. That makes me feel better about the state of the field already!

Week 7 :: Welcoming Families from Around the World

• The name of “your” family’s country of origin

The family who will be immigrating to our country is coming from Circassia, Russia. Happen to be from the same country as my son’s biological father’s relatives. I have always been fascinated with this part of Russia and wanted to learn more about the people and their culture. This will be the perfect opportunity.

• At least five ways in which you will prepare yourself to be culturally responsive towards this family.

1. I will look for local stores in my area or surrounding areas that might sell Russian food. There is a small enclave of Russian families in Long Beach and also Los Angeles where I can start. I hope to see if any of the customers or workers speaks the language of the Circassians and would help me learn some greetings and other helpful words.

2. I will find food and some recipes from the people I talk to in the stores and practice making a dish that would be common for them and remind them of home.

3. I will make calls to the family with an interpreter in case they do not speak English well. I will make sure to ask them about their religious beliefs, health concerns, educational concerns, and any accommodations I may need to make in order to help them feel at home when they visit.

4. I will conduct more research on that part of the country to have a better understanding about the weather and nature there so I can make my visitor’s time here as comfortable as possible.

5. I will plan outing for us to go exploring my city and some places that I like to photograph. I would love to share my world with them as well so we can all get to know each other by sharing some fun times and making memories.

• A brief statement describing in what ways you hope that these preparations will benefit both you and the family:

I believe these preparations will not only help my new friends feel more at home, but show them that I am truly and genuinely invested in making sure they feel comfortable and safe while visiting and finding a place to stay. I want the children to feel secure and unafraid. I would hope that my efforts will show the family that I want to help them and that I respect their ways and beliefs.

Week 6 :: The Personal Side of Bias, Prejudice, and Oppression

The Personal Side of Bias, Prejudice, and Oppression

To complete this assignment, ask yourself these questions:

• 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.

I remember being called "nigger" by many people throughout my lifetime. I was called that when I took someone else's parking spot, after accidentally bumping into someone while walking in the mall, in anger from an ex-boyfriend, and once by a former co-worker.

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

In my eyes, it did not diminish my equity in the situations because that word does not have the same effect on me as it might another black or bi-racial person of color. The word is just a word to me and I understood why the persons were saying it. They felt powerless in the situation so it was them who suffered the lack of equity. They were trying to hurt me with words (which is impossible because I choose to not let words hurt me). They thought by calling me a derogatory name, they would gain the upper hand in the situation. Unfortunately for them, nothing of the sort happened. The lady did not get the parking spot. The bumped person in the mall walked away angry, and the ex-boyfriend and former co-workers still lost their battles with me and had to resort to name-calling (the most immature and unsophisticated way to end a discussion)

• What feelings did this incident bring up for you?

Again, the feelings from those incidents were not ones wherein I felt bad because someone had used a racial slur to try and hurt me. They didn't know I choose to not let words hurt so they were confused. They felt powerless still because i did not yell back or retaliate with name-calling. I felt empowered and confident when I calmly said, "I am so sorry you are so upset with me. I apologize for anything I've done to add to your discomfort." 

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

I suppose the other people would have to be willing to calm down and discuss their state of being at the moment in order for us to move past the anger and just agree to disagree. I would like to think that my willingness to not respond in kind would open a door for further discussion. 

Week 4 :: Practicing Awareness of Micro Aggressions

This week was a rough one at work for me. I have several co-workers who are there just for their paychecks and they prefer to gossip with each other rather than watch and care for the children in their care. One day this week, a child fell from the slide (he was climbing up instead of going down). The teacher who was by the slide did not see him climbing up nor did she see him fall. She had been on her phone texting.

I ran over to help the child and her response to me was, "He should have known better. I tell him all the time but he's obviously got a hearing problem." Her statement infuriated me. We are never ever supposed to judge or criticize a child in their presence as they have rights and like all humans deserve to be treated with respect. I picked the child up and made a mental not to talk with my co-worker later during lunch away from everyone.

When we were talking, I told her that what she said and did was not only rude and wrong, but also a prejudice against the child. The child is a new student and doesn't speak English very well. he is learning. Obviously this makes remembering rules difficult. She was not concerned with what she said. She didn't see her comments as being biased or prejudicial. She is a person whose mind I cannot change, however, I can let my Director know about her violating the child's rights as this is a violation of Title 22 under which we are licensed  So I let my Director know and now it is in her hands.

Perspectives on Diversity and Culture

• Call, write to, or talk to at least three friends, family members, acquaintances, and/or colleagues. Include at least one person who you believe is in some ways culturally different from you (a different gender, race, class, religion, abilities, age, etc.).
• Ask each person to share:
• • Their definition of culture
  • Their definition of diversity
• Then reflect on the answers you received and ask yourself:
• Which aspects of culture and diversity that I have studied in this course are included in the answers I received—and what are some examples?
• Which aspects have been omitted—and what are some examples of such omission?
• In what ways has thinking about other people’s definitions of culture and diversity influenced my own thinking about these topics?

This was a fun assignment. My friends and I often have these types of discussions. I decided to ask a new co-worker who just started working at one of the other preschools owned by my boss,  then I asked my Japanese harmonica player friend, and finally I asked my step-father.

Shannon: Vietnamese female, age 28. 

"Culture to me means the way I was brought up. My parents are traditional but I am very Americanized. We have Vietnamese food all the time when I prefer American food and music."

"Diversity means all the different ways people are connected to each other. Diverse means varied. There is a variety of cultures in American and that is what I love. You can be from one ethnic family and have a completely different culture and a variety of friends and interests. I love America!"

Tetsuya: Japanese male, age 50-something.

"Culture is your family heritage and traditions. This is what you teach your children. Sometimes it changes when you change. American culture is very popular in Japan but it is only a certain part of American culture that is popular: the hip hop and the rock-a-billy cultures."

"Diversity means all the many types of people living somewhere. Japan is not very diverse. America is very diverse."

Charles: Black male, age 65.

"Culture is your family and your likes, everything about you. You can have a different culture than your family though. Like your son...he likes Korean culture and is probably more closely associated with that culture than the 'black' culture. Culture is your language and musical tastes, your food preferences, your religion."

"Diversity is just something political that is used to tell others how to think about others and to make others feel bad about how they treat each other. When I was a boy we just followed the rules of the Bible and treated others with respect no matter who they were or what they looked like. We followed Dr. King's advice and accepted and respected each other not because we were different, but because we were all the same... humans and men. Especially during the war."

The idea that culture makes us who we are was included in all of the answers. Each person clearly sees culture as being the tool we use to learn about ourselves through our family and other families.

The answers about diversity were more or less the same in that they reflected a knowledge about how every population or country has its own ways of being diverse and that America is the most diverse for these three people based on their own experiences.

My Family Culture

Imagine the following:

A major catastrophe has almost completely devastated the infrastructure of your country. The emergency government has decided that the surviving citizens will be best served if they are evacuated to other countries willing to take refugees. You and your immediate family are among the survivors of this catastrophic event. However, you have absolutely no input into the final destination or in any other evacuation details. You are told that your host country’s culture is completely different from your own, and that you might have to stay there permanently. You are further told that, in addition to one change of clothes, you can only take 3 small items with you. You decide to take three items that you hold dear and that represent your family culture.

Blog about all of the following:

• A description of the three items you would choose
• How you would explain to others what each of these items means to you
• Your feelings if, upon arrival, you were told that you could only keep one personal item and have to give up the other two items you brought with you
• Any insights you gained about yourself, your family culture, diversity, and/or cultural differences in general, as a result of this exercise.

The first item I would bring with me would be my digital camera that I use to document everything that happens in my life.

The next item I would bring would be my 3TB portable hard drive that has everything important in my life on it. From all of my photos, family trees, digital scrapbooks, family recipes and stories, diaries, medical information, contact information, identification forms, translation books, etc. I can also tether it to my camera with an adapter.

Finally, I would bring my small bag of batteries, extra storage cards, and chargers.

I chose the above because to me, my culture is universal and I am a chameleon. I can adapt to my surroundings, learn quickly, and clothing, food, shelter, will come once I get to my destination. I do not hold any one thing as most important to remind me of who I am and where I came from other than photos. I tell stories with those. They show my life as it was, is and will be. As long as my immediate family is with me, my life is complete. I can make new friends, learn a new way of life and incorporate my way of being in the world into another way and create a while new way of being in the world.

If I had to give up two of the items I would give up the camera and small bag. I would keep the important information and photos and would be able to buy a camera and other accessories as time went on. I would not be able to replace the memories and important information on the portable hard drive.