Professional Hopes and Goals

 

Looking back over the past 8 weeks, I realize how much I have learned about myself on a professional and personal level. This course has taught me to reflect on who I am, my own identities, and the teacher I hope to be for my students and their families.

One hope I have when I think about working with children and families who come from diverse backgrounds is that I hope to value, appreciate, and respect who they are, their identities, and their culture. I want to get to know my students and their families and connect with them. People deserve to be respected and treated with dignity. I hope my students and their families will know I value and respect them.

One goal that I want to set for the early childhood field related to issues of diversity, equity, and social justice is that early childhood professionals empower students, families, and others. Children are learning what they see and hear. I want the early childhood profession to build a foundation where children learn about diversity, social justice, and equity. This means we need to help students ask questions and participate in dialogue about these issues. If we can help children learn at an early age, then they are going to be a part of the change we hope to see in others. They are going to learn the importance of valuing others and they are going to stand up when injustice occurs.

I would like to thank my colleagues for your insights, personal experiences, and knowledge throughout this course. You all have helped me to learn about diversity, equity, and social justice from a personal and professional level. I have learned about the person I am and the teacher I hope to be for my students and their families. I appreciate all your support and guidance along my journey. I wish you all the best!

Welcoming Families From Around the World

It is important for teachers to welcome students and their families to the classroom. I will be receiving a new student from India and want to make them feel welcome.  

Things I would want to do in order to prepare for my new student and his family are:

1. I would research about their country, culture, and customs. I would want to have a little insight into who they are and where they are from.

2. I would talk to an interpreter and learn about the child’s language. I would want to know what their customs were with language and communication in order to prevent from offending the family.

3. I would also want to discuss with the interpreter a time when everyone could meet in the child’s home and have the interpreter communicate in their native language. I feel this would let the family know I valued their culture and identity and hopefully make them more comfortable in communicating their thoughts, opinions, and concerns for their child and his education.

4. I would want to locate some books, posters, music, and materials that were about their country and use them in the classroom. I would want the child and his family to feel welcome when they arrive and come to the classroom.

5. I would learn about their country and then discuss with the family about volunteering in the classroom. I would love for the family and come and share with the class things about their country, culture, and family. I think having the family volunteering in the classroom will help students become more familiar with their culture and their identity. I feel this would allow everyone to learn from each other and to express how we value who they are. I think learning about their family and culture, communicating with them in their native language, and having them be actively involved in the classroom will create a positive relationship with the student and his family.

The Personal Side of Bias, Prejudice, and Oppression

       I remember an incident when I was in junior high and we were picking teams for a game of volleyball during our physical education class. The captains took turns picking their teams and there were people that were picked last. Usually the girls and players that were not as athletic as others were picked last. I remember one girl in particular being picked towards the end. I guess to the captains she did not appear to be athletic. As each player was called you could tell her feelings were being hurt more and more. I felt bad for her. I knew they were implying she was not a good player, because she was a girl. You could tell they did not want her on their team. On one level I think the captains would need to change how they picked teams in order for it to be fair. I think picking teams always ends up hurting someone’s feelings and creates opportunities for prejudice, biases, and/or oppression to occur. I think the best way to prevent prejudice, biases, and oppression from occurring in situations like this is for the coach to divide the teams. I think this can be done prior to the students getting to class and that way it will seem more random and students are not standing in front of each other seeing other players chosen before them. I was never athletic and so I could relate to this girl. I did not care that I was picked last, because I knew I was not very good. For some people this was very hurtful and could cause oppression for them.

         I also think situations like this are going to take place, but can be dealt with in a better way. I think this would be a great opportunity for the coach to address how everyone has different talents and skills. Some players might be better at volleyball, while other students are better at something else. Our coaches/teacher did try to include a variety of activities that would provide students with opportunities to learn what activities they were better at and enjoyed more.