Evaluating Impacts on Professional Practice

Classism is held in place by a system of beliefs and cultural attitudes that ranks people according to economic status, family lineage, job status, level of education, and other divisions. Middle-class and owning- or ruling-class people (dominant group members) are seen as smarter and more articulate than working-class and poor people (subordinated groups). In this way, dominant group members (middle-class and wealthy people) define for everyone else what is “normal” or “acceptable”. People who are poor/working class sometimes internalize the dominant society’s beliefs and attitudes toward them, and play them out against themselves and others of their class. However, schools play a central role in maintaining classism. All (from every socio-economic class) children’s learning is diminished by the effects of institutionalized and personal class bias. For example, a child living in poverty cannot afford a persona; computer to complete homework assignments because their family being of the poor working class.  When I was in middle school, I witness an incident, where a girl at my school wore the same clothes at least twice a week, because her parents could not afford to buy and wash her clothes. She was a very bright student, but could never complete online assignments because she did not have a personal computer. One of the teacher, at times allowed her to go to the library to complete her assignments. I felt that this was noble of the teacher however, regardless of what class a family is in, they deserve a chance.

Observing Communication

Communication is the sending of information from one person to another. Before parents and their children can communicate, both must feel comfortable enough to do so. While their children are very young, parents should begin setting the stage for open, effective communication. Parents can do this by making themselves available to their children when they have questions or just want to talk. Furthermore, parents who provide their children with plenty of love, understanding and acceptance are helping to create a climate for open communication. Children who feel love and acceptance by their parents are more likely to open up and share their thoughts, feelings, and concerns with their parents.


Just the other day I was in a toy store, picking up a gift for my nephew for his birthday. I overheard a parent complementing their child for picking up a toy in the aisle, another child left behind. The parent quoted “Daniel, I appreciate you picking up that ball that was in the aisle that was an excellent choice you made”. The child however, made eye contact back with the parent and said “thank you, I did not want anybody falling or hurting themselves.”

Listening and observing the communication between the parent and child was an excellent scenario. The parent immediately gave praise to their child as well as making eye contact and observing what David did. When it comes to my own interactions with children, I will do is keep my conversations brief. Primarily because, the goal is for us to pass on information a little at a time while checking to see if the child is paying attention to what is being said. We should let the child decide when enough is enough. We can look for clues that the child has had enough. Some clues include fidgeting, lack of eye contact, distractibility, etc. We need to know when to communicate with the child, because what they have to say is just as important. Often times too, we are distracted when the child is talking.

My Family Child Care Home

Based on the reading “visual and material environment from Anti-Bias Education for Young Children and Ourselves by Louise Derman-Sparks and Julie Olsen Edwards, I have come created a vision of my family child care center. In my family child care center I would have books, magazines, toys, furniture, poster and various art pieces that will engage young children and their families. Books would include age appropriate books such as big books for 2 through 4 years old as well as having different books for the other ages that are fiction, nonfiction, and nursery rhymes just to name a few. Magazines would be books related to science such as the national geographic, and any other books that goes along with their subjects. Toys would consist of dolls, play dough, trains, blocks, etc. Furniture would be at the level for students. For example, for toddlers it would be small chairs and tables. Poster and various art pieces would tie into the different cultures in the classroom. I love green plants, it enhances the room. Besides a welcome sign, guidelines, rules, expectations and a huge smile on my face, is all the indication I need to assure parents they are in the right place.


As Adriana Castillo mentioned, I would also like to create a special place for students to bring something from home that is sentimental to demonstrate that you are welcomed and loved.

CHILDREN ARE

When it comes to describing children, children can be describe into one simple word....


C-Creative

H-Hero

I-Imagination

L-Loving

D-Dreamer

R-Radiant

E-Extraordinary

N-Nurturing

No matter how short or small all children are identified in some shape or form



.

Word's We Don't Say

It was a time when I was 11 years old and my baby brother was about 8 years old. We were at the grocery store with my mother and my brother blurted out “that’s one huge fat black lady”, I looked and my brother and said “hush”. The lady of course overheard him and replied “I know he anit talking about me”. My mother apologizes to the lady and spank my brother on the prima censes for his behavior. He also apologizes to the customer, but he learned valuable lesson. Never express what you feel without hurting someone else. Since that day, I too learned to keep my mouth shut.

Challenging Homophobia and Heterosexism

After reading this article from Toronto District School Board, I found some information that I quoted from this article that is quite interesting. You may view more information from this website concerning “Challenging Homophobia and Heterosexism: A K-12 Curriculum Resource Guide” below is the hyperlink.


“Anti-homophobia education is no different from education to combat harassment and discrimination related to race, religion, gender, disability, or class. People will only be treated with respect if the biases, stereotypes, prejudices, myths, and negative ideas about them are dispelled.

Furthermore, students, teachers, and administrators must have first-hand information and understanding of the experiences of groups that have been underserved, misrepresented, and discriminated against. All this requires education, which in the context of addressing homophobia and heterosexism means anti-homophobia education.

For example, in the younger grades, when students are discussing or reading about different kinds of family arrangements, a storybook that portrays same-sex families may be included. Later, when students are learning about common stereotypes and misconceptions about a variety of minority groups, discussion about common stereotypes and misconceptions about LGBTQ people may take place.

Anti-homophobia education does not encourage children to become lesbian, gay, bisexual, transgender, two-spirited, or queer. Sexual orientation (whether one is or will be attracted to people of the same or opposite sex) is deep-seated and personal, and cannot be changed or influenced by reading a book or hearing a presentation.”

Retrieved from: http://word.ca/TDSB%20Equity%20%20Inclusive%20Curriculum%20-%20See%20page%2010%20!.pdf

My Appreciation

Hi All,


I have enjoyed my time here and will miss the team. Thank you for all the support, insights, and help you have provided me over the past 8 weeks.