As this class draws to a close I would like to offer my heartfelt thanks to those who have supported me on this journey: first and foremost, to my family who has picked up the slack because I was busy with classwork, to my friends who have realized that I am not trying to ignore them but just have a lot of demands on my time, and to my classmates, who have offered feedback and encouragement along the way. I wish you all much success as you move forward from this point.
It is my sincere hope that one day, all classrooms will be anti-biased--that every person is loved, valued, and appreciated for the person that they are without judgement, without fear, without hatred. Maybe one day, all people will live their lives just accepting and valuing all the people around them--not just the ones who look or sound the same as them. Maybe one day, it will not be necessary to make a conscious effort to develop anti-biased classrooms, because they will be the norm. One day....
Saturday, December 19, 2015
Saturday, December 12, 2015
EDUC 6358 WK 7 Impacts on Early Emotional Development
For this week's assignment, we were to use the UNICEF website to explore challenges to the healthy emotional development for children specific to the part of the world in which they live. I originally chose Belize, but I quickly realized that it didn't really matter where I chose. Children world wide are suffering in many of the same ways.
Poverty is present everywhere. No matter where you look, there are children living in the streets or makeshift homes, lacking electricity and clean running water. They do not have enough food to eat, nor do they have clean clothes to wear. They do not have regular access to showers. They do not see doctors, sometimes even in emergency situations.
Natural disasters can and do strike all areas of the globe. Earthquakes, hurricanes, wild fires, tornadoes--all have the potential for death, injury, and utter destruction of everything in their paths. Children all over the world can and do fall victim to Mother Nature.
There is no where on the planet that is immune to acts of terrorists or war. Children attending a nice elementary school in New England are no safer from gunmen than children living in a war zone.
Too many children are growing up in a world where they do not have enough food to eat, do not have safe homes, cannot bathe regularly, and are afraid of harm coming to them every single day. Even children who live in nice houses with their basic needs met are taking part in "active shooter" drills in school. The impact on emotional development in these children is unimaginable.
Poverty is present everywhere. No matter where you look, there are children living in the streets or makeshift homes, lacking electricity and clean running water. They do not have enough food to eat, nor do they have clean clothes to wear. They do not have regular access to showers. They do not see doctors, sometimes even in emergency situations.
Natural disasters can and do strike all areas of the globe. Earthquakes, hurricanes, wild fires, tornadoes--all have the potential for death, injury, and utter destruction of everything in their paths. Children all over the world can and do fall victim to Mother Nature.
There is no where on the planet that is immune to acts of terrorists or war. Children attending a nice elementary school in New England are no safer from gunmen than children living in a war zone.
Too many children are growing up in a world where they do not have enough food to eat, do not have safe homes, cannot bathe regularly, and are afraid of harm coming to them every single day. Even children who live in nice houses with their basic needs met are taking part in "active shooter" drills in school. The impact on emotional development in these children is unimaginable.
Saturday, December 5, 2015
EDUC 6358 WK 6 The Sexualization of Early Childhood
I must say that I agree that the world today is much more sexualized that it was in generations past. Children are exposed to images, words, and ideas that they are totally inappropriate for their developmental levels. They do not have the maturity and life experiences to make sense of this input. Many of these children haven't even mastered tying their shoes yet!
One doesn't have to look very far to find examples of the sexualization of young children. Take, for example, the Disney Princesses. The original Princesses wore full length or nearly full length gowns.
One doesn't have to look very far to find examples of the sexualization of young children. Take, for example, the Disney Princesses. The original Princesses wore full length or nearly full length gowns.
Today's princesses, however, feature a lot of exposed skin, skimpy outfits which barely cover the breasts, and heavy make up.
Little girls all over the world idolize these characters. They want to dress and act like them. There is one scene in Aladdin in which Jasmine attempts to "seduce" Jafar to save Aladdin in a highly sexual manner. These are the role models for children today by Disney standards--which is quite tame compared to some others I have seen!
Children's clothing also reflects this sexualization. I have 4 and 5 year old students coming to school in outfits that would make me embarrassed to wear, and shirts with suggestive slogans. My daughter refused to shop in the girl's departments while growing up because she complained that the shirts were too tight, too low cut, too short and usually transparent. Trying to find jeans or pants that actually covered her backside was a nightmare, as most rode low on the hips and exposed quite a bit if she bent over. Today, at age 28, she still rebels against the look she is expected by society to have. She wears no make-up other than lip balm, doesn't have her ears pierced, wears no jewelry or perfume, and only owns one pair of "dress" shoes--and they have NO heels. She owns one skirt and sweater that she wears any time that she absolutely has to be really dressed up and could care less that everyone has already seen it numerous times. She does, however, own about a dozen pairs of sneakers and even more pairs of work boots. Most days she wears jeans and oversized hoodies, and her work clothes consist of her paramedic's uniform or her turn out gear.
My daughter Panda and her boyfriend JD.
Television shows are also exposing children to highly sexual content around the clock. When I was a kid, daytime programing was pretty wholesome, and prime time shows were tame. You had to stay up past 10 PM to see anything even remotely "dirty" The sexiest thing I remember seeing was Bo Duke wearing no shirt and his sister Daisy wearing short shorts--but no one ever did anything more than innocent kisses on the Dukes of Hazard. Today, however, sex is on display round the clock, and since more children than ever are left unsupervised in front of the "electronic babysitter", more children are exposed to language, acts, and situations that they are unprepared to deal with. While typing this blog, I am watching The Year Without A Santa Claus--a children's Christmas special about believing in Santa Claus on ABC Family. During the commercial break, I viewed an ad for a show called Recovery Road, which showed a teenager passed out drunk in the yard, partying heavily, and going into rehab. It's 3:15 on a Saturday afternoon, and this show is being promoted to young children! During the same commercial break there was a shampoo ad in which a woman strutted around in a tight white dress and a perfume commercial during which a woman ran away from her wedding, ripped off her wedding gown and got picked up by a helicopter and flew away while Janis Joplin played in the background.
Children cannot be protected from everything unless we lock them away from the real world. However, there are steps people can take to greatly reduce children's exposure to sexual content. For starters, parents need to enable the parental controls on their televisions, and block children from viewing inappropriate shows. They can use the "On Demand" feature to allow children to watch appropriate shows without viewing inappropriate ads. They can turn off the radio in the car and listen to prerecorded, appropriate music. They can refuse to allow their children to wear inappropriate clothing. They can monitor what their children are reading, listening to, and watching. It takes times, and parents will need to step up and set limits which will make them unpopular with their children.
This week's topic was not a new idea to me--as the mother of four I have been keenly aware of how sexualized children have become for quite some time. My kids were not thrilled with me when I refused to let them see inappropriate shows on TV, or listen to inappropriate music, or wear clothing with sexual references. In fact, there were times when they claimed they hated me and that I was ruining their lives. But, they got over it and life went on. It is long past time for children to be allowed to remain children.
Saturday, November 28, 2015
EDUC 6358 WK 5 Evaluating Impacts on Professional Practice
No matter how hard one tries, it is impossible to completely separate one's personal and professional lives. Worries, annoyances, illness--it all bleeds through. If an educational professional is experiencing one or more -isms in their personal life, this is bound to effect interactions with coworkers, families, and students.
One stereotype that most professionals in the field of early childhood education is that we are nothing more than glorified babysitters and that we aren't "real" teachers. I am faced with this attitude by at least one parent almost every single year. When faced with this attitude now, I simply pull out my professional development record log (held in an overstuffed 3" ringed binder) and explain the extensive amount of education I have achieved, including the progress towards my advanced degree. A few years ago, however, it was no so easy to brush such prejudice aside, especially since the center for which I was working didn't value their teachers any more than the parents did. It seemed as though nearly all of the parents viewed the teaching staff as servants and treated us as such. This attitude was picked up by the children, who showed no respect for anyone or anything. I found myself resenting the parents who treated my so unfairly, and resenting their children as well. It got so bad that I dreaded going to work each day, and it took a serious toll on my health. In fact, I seriously considered leaving the field altogether.
My husband saw what this was doing to me and he insisted that I leave that job and take a much-needed break instead. It took several months for me to work up the courage to try teaching again. That was five years ago. Although I still struggle with my blood pressure, I have eliminated the other health issues caused by the extreme stress I was under. I am in a center that is challenging but supportive and respectful. While I still encounter the occasional prejudiced parent, they are not the majority,and I have the full support of my co-workers and director. Because I no longer have to deal with that "-ism", I can focus my talents and attentions on my students.
One stereotype that most professionals in the field of early childhood education is that we are nothing more than glorified babysitters and that we aren't "real" teachers. I am faced with this attitude by at least one parent almost every single year. When faced with this attitude now, I simply pull out my professional development record log (held in an overstuffed 3" ringed binder) and explain the extensive amount of education I have achieved, including the progress towards my advanced degree. A few years ago, however, it was no so easy to brush such prejudice aside, especially since the center for which I was working didn't value their teachers any more than the parents did. It seemed as though nearly all of the parents viewed the teaching staff as servants and treated us as such. This attitude was picked up by the children, who showed no respect for anyone or anything. I found myself resenting the parents who treated my so unfairly, and resenting their children as well. It got so bad that I dreaded going to work each day, and it took a serious toll on my health. In fact, I seriously considered leaving the field altogether.
My husband saw what this was doing to me and he insisted that I leave that job and take a much-needed break instead. It took several months for me to work up the courage to try teaching again. That was five years ago. Although I still struggle with my blood pressure, I have eliminated the other health issues caused by the extreme stress I was under. I am in a center that is challenging but supportive and respectful. While I still encounter the occasional prejudiced parent, they are not the majority,and I have the full support of my co-workers and director. Because I no longer have to deal with that "-ism", I can focus my talents and attentions on my students.
Saturday, November 14, 2015
EDUC 6358 WK 3 observing communication
As a teacher of young children, I find that I instinctively observe children throughout the day--regardless of where I am of if I even know the child. Sometimes what I see and hear is entertaining. Sometimes it is bewildering. Sometimes what I observe makes me scared and angry, and on more than one occasion, afraid for the safety of the child.
For this week's assignment, I was to observe communications between adults and children and reflect upon what I observed. I decided to use morning drop-off at the center where I work as an opportunity to see many such observations.
In several instances, the children were in a rush to talk to their friends--the parents barely had a chance to say goodbye and most got a quick wave or "Bye" in return before the children were off to begin their day. These children, for the most part, were children who had been coming to the center for quite some time. They were used to the routine, familiar with the staff and the other children, and for the most part school-aged, meaning already enrolled in kindergarten or above.
One conversation which caught my attention was between a preschooler and his mother. The boy was having a hard time separating from his mother--he was crying, begging for another kiss, and complaining of a stomach ache. His mother responded that he probably had a stomach ache because his "no-good father probably let him eat too much junk, as usual." The mother then turned to a teacher and said "He has a stomach ache thanks to his idiot father. If you are going to make me come back for him, I am just going to take him home now." The child began crying louder. The teacher squatted down so as to be on eye level with the child. She felt his forehead and asked where he hurt. He shrugged and looked down at the floor. The teacher suggested that he go to the bathroom and wash his face and that maybe he would feel better, and asked another teacher to take him. While the child was in the restroom, the teacher walked the mother to the door and assured her that her son would be fine, and that we would call her to come back only if the child were seriously ill. By the time the child returned to the room he had calmed down and was able to join his friends who were playing in the block area.
At breakfast, I made a point of sitting near this child. I asked the group at the table how their mornings were, and asked them to tell me about what they had done before they came to school. One child said he watched TV, another said she took a shower. The little boy who had been so upset said that he made his mother mad at his daddy. I asked the child to tell me what has happened. He said that he left his jacket at his daddy's house, and his mommy was mad at his daddy for not bringing it. He said she yelled at daddy on the phone on the ride to school and said she wasn't going to let him stay at daddy's house anymore. The child then said that he didn't mean to forget his coat and make his mommy mad but he forgot. He said he was scared that they were going to have to move again because he was bad. I assured the child that sometimes mommies and daddies get angry and say things they don't mean, but that none of it was his fault. I spoke to this child's teacher as well as the director about the conversation I had with the child, as well as what I had witnessed earlier in the day. I found out that the mother had just broken it off with her boyfriend and moved out, taking the children with her. She was currently living with a family member, but that it wasn't going well. The mother did not have a job and the father was looking into filing for sole custody.
Adults often speak in the presence of children and forget that what they say and how they say it is being observed. In this instance, the parents are not getting along, and the child is being dragged into the middle of the conflict. He is fearful of upsetting his mother because he knows she will blame his father and that she will take him away from his father. The child is taking responsibility for his parents' anger and his emotions are taking their toll on him.The child has given off many cues as to how this is upsetting him--separation anxiety, tears, and stomach aches--but the signs are being ignored my his mother. When talking to children, it is important to remember that we need to pay attention to non-verbal as well as what is being said. Many times, children do not have the vocabulary to accurately express their emotions. The director said she would set up a meeting with both parents as quickly as possible to see what could be done to improve this situation. Both parents need to understand that, while they may be fighting with each other, that their child is not part of the disagreement and needs to be left out of it. The child needs reassurances that they both still love him and that it is ok for him to love both of them, even if they don't love each other anymore.
For this week's assignment, I was to observe communications between adults and children and reflect upon what I observed. I decided to use morning drop-off at the center where I work as an opportunity to see many such observations.
In several instances, the children were in a rush to talk to their friends--the parents barely had a chance to say goodbye and most got a quick wave or "Bye" in return before the children were off to begin their day. These children, for the most part, were children who had been coming to the center for quite some time. They were used to the routine, familiar with the staff and the other children, and for the most part school-aged, meaning already enrolled in kindergarten or above.
One conversation which caught my attention was between a preschooler and his mother. The boy was having a hard time separating from his mother--he was crying, begging for another kiss, and complaining of a stomach ache. His mother responded that he probably had a stomach ache because his "no-good father probably let him eat too much junk, as usual." The mother then turned to a teacher and said "He has a stomach ache thanks to his idiot father. If you are going to make me come back for him, I am just going to take him home now." The child began crying louder. The teacher squatted down so as to be on eye level with the child. She felt his forehead and asked where he hurt. He shrugged and looked down at the floor. The teacher suggested that he go to the bathroom and wash his face and that maybe he would feel better, and asked another teacher to take him. While the child was in the restroom, the teacher walked the mother to the door and assured her that her son would be fine, and that we would call her to come back only if the child were seriously ill. By the time the child returned to the room he had calmed down and was able to join his friends who were playing in the block area.
At breakfast, I made a point of sitting near this child. I asked the group at the table how their mornings were, and asked them to tell me about what they had done before they came to school. One child said he watched TV, another said she took a shower. The little boy who had been so upset said that he made his mother mad at his daddy. I asked the child to tell me what has happened. He said that he left his jacket at his daddy's house, and his mommy was mad at his daddy for not bringing it. He said she yelled at daddy on the phone on the ride to school and said she wasn't going to let him stay at daddy's house anymore. The child then said that he didn't mean to forget his coat and make his mommy mad but he forgot. He said he was scared that they were going to have to move again because he was bad. I assured the child that sometimes mommies and daddies get angry and say things they don't mean, but that none of it was his fault. I spoke to this child's teacher as well as the director about the conversation I had with the child, as well as what I had witnessed earlier in the day. I found out that the mother had just broken it off with her boyfriend and moved out, taking the children with her. She was currently living with a family member, but that it wasn't going well. The mother did not have a job and the father was looking into filing for sole custody.
Adults often speak in the presence of children and forget that what they say and how they say it is being observed. In this instance, the parents are not getting along, and the child is being dragged into the middle of the conflict. He is fearful of upsetting his mother because he knows she will blame his father and that she will take him away from his father. The child is taking responsibility for his parents' anger and his emotions are taking their toll on him.The child has given off many cues as to how this is upsetting him--separation anxiety, tears, and stomach aches--but the signs are being ignored my his mother. When talking to children, it is important to remember that we need to pay attention to non-verbal as well as what is being said. Many times, children do not have the vocabulary to accurately express their emotions. The director said she would set up a meeting with both parents as quickly as possible to see what could be done to improve this situation. Both parents need to understand that, while they may be fighting with each other, that their child is not part of the disagreement and needs to be left out of it. The child needs reassurances that they both still love him and that it is ok for him to love both of them, even if they don't love each other anymore.
Saturday, November 7, 2015
EDUC 6358 WK 2 Blog--Creating Affirming Environments
This week I am to envision how I would personally set up my environment if I were to open a Family Child Care Home. Frankly, I imagine it would look very similar to the classroom I now teach in, since I have been given a pretty free rein as to how I would like the space set up.
To start with, I would have an area near the entrance for parents to sign in and out with individual cubbies for the children to store their belongings. I would encourage the families to hang family photographs in and around the cubbies or bring in items they wish to display (a family wall) so that the children can "see" their family at any time during the day, and also to allow visuals from which discussions about their families can be started. In this area I would post menus, calendars, announcements, and important information all translated into each family's home language, as well as a log in which parents and teachers could write notes to each other when they are unable to take the time to have a conversation . This space would also include comfortable seating to allow parents to sit with their child before leaving, making transition time easier on both child and parent.
I would have areas dedicated to different skill sets (art, blocks, large motor, etc.) well stocked with a variety of toys and learning materials representing many different cultures, abilities, jobs, family types and backgrounds. Dolls, puzzles, storybooks, props and dress up clothes representing many different skin colors, jobs, cultural backgrounds, and physical abilities would be available. Markers, crayons, paper, and paints representing a variety of skin tones would be available. Materials would be adapted to meet individual needs. Walkways and entrances would be wide enough to allow access for all. Furniture would be sized appropriately for the children. Materials would be stored on low, open shelves--labelled using photographs and words in each home language. Photographs of the children learning and playing would be displayed in each area, and posters and pictures of a diverse representation of people in non-stereotypical roles would be hung on the children's level. Children need to be able to personally identify with the toys they are using. If they cannot draw a picture of themselves because there are no art supplies which represent them, or cannot go into a play area because their wheelchair will not fit through the entrance, or cannot operate a toy due to a physical challenge, they can become discouraged and develop negative self-images--something that is not acceptable in an anti-biased based learning center. The outdoor play area, much like the indoor play area, would offer a variety of challenges for the children to play and learn. Materials would be adapted to meet individual needs.
While the children would have a great deal of time in which to choose their activities, teachers would carefully plan what materials to offer based on the interests of the children, as well as the current theme being taught. Teachers would carefully observe the students at play, addressing any issues such as discrimination or lack of accessibility as needed. Teachers would also plan activities which challenge the children to learn and develop, but are not overly challenging. Students will not learn if they are prevented from succeeding.
My home center would also have an area in which all the children and staff could share their meals together. The furniture would be sized appropriately and accommodate different needs. The meals would be well-balanced and offer the opportunity for children to eat foods which are familiar to them as well as chances to try new foods from a variety of cultures. Special attention would be given to students with food allergies so as not to endanger a child's health. Dietary restrictions--regardless of whether they are medical, religious, or cultural in nature--would be honored.
An area dedicated to quiet play and resting would also be essential. Each child would have their own cot or crib available when they are tired and need to rest. Students would be encouraged to bring items from home that help them feel safe and comfortable when settling down, such as a favorite stuffed animal or blanket. Books, puzzles, and other quiet-time activities would be available for children who are not sleepy but need some down time. Again, these materials would represent different cultures, ages, abilities, and languages. Stereotypical materials would be avoided. Bathrooms would also feature appropriately-sized fixtures and be accessible to all.
Providing such a vast variety of materials can be costly. Flea markets and yard sales can allow teachers to stock their classrooms much more affordably, provided that the materials they find are safe and in good working order. Materials such as books, posters, games, and puzzles can be hand-made. Families are an excellent resource: many would be willing to make books, provide pictures, and make posters representing their own culture, job, family, and language. Having materials made by the students and their families is just one more way to insure that the children will feel comfortable, accepted, and valued.
To start with, I would have an area near the entrance for parents to sign in and out with individual cubbies for the children to store their belongings. I would encourage the families to hang family photographs in and around the cubbies or bring in items they wish to display (a family wall) so that the children can "see" their family at any time during the day, and also to allow visuals from which discussions about their families can be started. In this area I would post menus, calendars, announcements, and important information all translated into each family's home language, as well as a log in which parents and teachers could write notes to each other when they are unable to take the time to have a conversation . This space would also include comfortable seating to allow parents to sit with their child before leaving, making transition time easier on both child and parent.
I would have areas dedicated to different skill sets (art, blocks, large motor, etc.) well stocked with a variety of toys and learning materials representing many different cultures, abilities, jobs, family types and backgrounds. Dolls, puzzles, storybooks, props and dress up clothes representing many different skin colors, jobs, cultural backgrounds, and physical abilities would be available. Markers, crayons, paper, and paints representing a variety of skin tones would be available. Materials would be adapted to meet individual needs. Walkways and entrances would be wide enough to allow access for all. Furniture would be sized appropriately for the children. Materials would be stored on low, open shelves--labelled using photographs and words in each home language. Photographs of the children learning and playing would be displayed in each area, and posters and pictures of a diverse representation of people in non-stereotypical roles would be hung on the children's level. Children need to be able to personally identify with the toys they are using. If they cannot draw a picture of themselves because there are no art supplies which represent them, or cannot go into a play area because their wheelchair will not fit through the entrance, or cannot operate a toy due to a physical challenge, they can become discouraged and develop negative self-images--something that is not acceptable in an anti-biased based learning center. The outdoor play area, much like the indoor play area, would offer a variety of challenges for the children to play and learn. Materials would be adapted to meet individual needs.
While the children would have a great deal of time in which to choose their activities, teachers would carefully plan what materials to offer based on the interests of the children, as well as the current theme being taught. Teachers would carefully observe the students at play, addressing any issues such as discrimination or lack of accessibility as needed. Teachers would also plan activities which challenge the children to learn and develop, but are not overly challenging. Students will not learn if they are prevented from succeeding.
My home center would also have an area in which all the children and staff could share their meals together. The furniture would be sized appropriately and accommodate different needs. The meals would be well-balanced and offer the opportunity for children to eat foods which are familiar to them as well as chances to try new foods from a variety of cultures. Special attention would be given to students with food allergies so as not to endanger a child's health. Dietary restrictions--regardless of whether they are medical, religious, or cultural in nature--would be honored.
An area dedicated to quiet play and resting would also be essential. Each child would have their own cot or crib available when they are tired and need to rest. Students would be encouraged to bring items from home that help them feel safe and comfortable when settling down, such as a favorite stuffed animal or blanket. Books, puzzles, and other quiet-time activities would be available for children who are not sleepy but need some down time. Again, these materials would represent different cultures, ages, abilities, and languages. Stereotypical materials would be avoided. Bathrooms would also feature appropriately-sized fixtures and be accessible to all.
Providing such a vast variety of materials can be costly. Flea markets and yard sales can allow teachers to stock their classrooms much more affordably, provided that the materials they find are safe and in good working order. Materials such as books, posters, games, and puzzles can be hand-made. Families are an excellent resource: many would be willing to make books, provide pictures, and make posters representing their own culture, job, family, and language. Having materials made by the students and their families is just one more way to insure that the children will feel comfortable, accepted, and valued.
Saturday, October 31, 2015
Saturday, October 24, 2015
Hopes and Goals
When considering working with a diverse population in the field of early childhood education, my hope is that one day, the need to teach anti-bias would be a reality--that everyone will view all persons just as they are, with total acceptance and love.
My goal is to continue to teach young children to do just that--one small group at a time. If I can help my students to be open and caring, and to befriend everyone regardless of race, or religion, or gender, or any of the other hundreds of labels designed to divide us, then I will consider my career as a teacher to have been successful.
Thank you to all of the students as well as Dr. Dartt who helped me to grow and learn this course. Also a huge thank you to my husband John, who has, for the length of this journey, helped pick up the slack around the house while I devoted time to my studies, and has given up spending time with me so that I could complete my many homework assignments. Without his support, I would have never made it this far!
My goal is to continue to teach young children to do just that--one small group at a time. If I can help my students to be open and caring, and to befriend everyone regardless of race, or religion, or gender, or any of the other hundreds of labels designed to divide us, then I will consider my career as a teacher to have been successful.
Thank you to all of the students as well as Dr. Dartt who helped me to grow and learn this course. Also a huge thank you to my husband John, who has, for the length of this journey, helped pick up the slack around the house while I devoted time to my studies, and has given up spending time with me so that I could complete my many homework assignments. Without his support, I would have never made it this far!
Sunday, October 18, 2015
Start Seeing Diversity Art
For my art project I am posting a collection of photographs of my students (and yes, their parents all signed photography waivers). Children see the beauty in each and every one of us, until someone teaches them otherwise. They don't judge each other by culture, or language, or gender, or skin color. They see friends--period. These kids are my inspiration each and every day.....
Saturday, October 10, 2015
We Don't Say Those Words in Class
It's funny how the topics we discuss in class so often can be tied into what is going on in my life.
Just this week, a teacher was fired from our center causing major shifting of staff to make sure we meet all requirements. My co-teacher has been moved into the young preschoolers room, and the new hire--the school aged teacher--has been placed with me temporarily until we find a replacement for the young preschool room. Rhonda hasn't been with us very long--less than a month--and isn't familiar with my classroom or my teaching methods, so it has been a week of adjustment.
Anyway, our color of the week this week was brown. We did experiments on how to make the color brown, and went on scavenger hunts looking for brown items in our room. On Thursday, I told the kids that anyone who was wearing the color of the week should go line up. A few kids got into line, and then one child raised her hand and said "Miss Kathy!!! MY SKIN is brown and I am wearing my skin!!!" Miss Rhonda immediately said "We don't talk about our skin color. That's not nice." The little girl's face fell. I stated "Your skin IS brown Sophie, and that's the color of the week. You are right. You can get in line." At that point 3 other children in the class raised their hands to say their skin was brown too. Then a little boy said "I wish my skin was brown too!" I told him that his skin was just perfect for him and he was very handsome in it--and then pointed out his shoes were brown and he should go get in line. We continued to get in line by calling out different colors and went outside to play.
I later spoke with Miss Rhonda and explained that we don't brush aside the children's observations, but instead discuss them--on a level that they can understand--in an open and accepting manner. Miss Rhonda, who happens to be a woman of color herself, said she wished when she was growing up that more people spoke that way. She was always told to "Hush up" and "Don't be rude" when she asked questions about differences among people. She said that being told that always made her feel bad, like she had done something wrong just by asking a question.
Just this week, a teacher was fired from our center causing major shifting of staff to make sure we meet all requirements. My co-teacher has been moved into the young preschoolers room, and the new hire--the school aged teacher--has been placed with me temporarily until we find a replacement for the young preschool room. Rhonda hasn't been with us very long--less than a month--and isn't familiar with my classroom or my teaching methods, so it has been a week of adjustment.
Anyway, our color of the week this week was brown. We did experiments on how to make the color brown, and went on scavenger hunts looking for brown items in our room. On Thursday, I told the kids that anyone who was wearing the color of the week should go line up. A few kids got into line, and then one child raised her hand and said "Miss Kathy!!! MY SKIN is brown and I am wearing my skin!!!" Miss Rhonda immediately said "We don't talk about our skin color. That's not nice." The little girl's face fell. I stated "Your skin IS brown Sophie, and that's the color of the week. You are right. You can get in line." At that point 3 other children in the class raised their hands to say their skin was brown too. Then a little boy said "I wish my skin was brown too!" I told him that his skin was just perfect for him and he was very handsome in it--and then pointed out his shoes were brown and he should go get in line. We continued to get in line by calling out different colors and went outside to play.
I later spoke with Miss Rhonda and explained that we don't brush aside the children's observations, but instead discuss them--on a level that they can understand--in an open and accepting manner. Miss Rhonda, who happens to be a woman of color herself, said she wished when she was growing up that more people spoke that way. She was always told to "Hush up" and "Don't be rude" when she asked questions about differences among people. She said that being told that always made her feel bad, like she had done something wrong just by asking a question.
Saturday, September 19, 2015
Gender, gender identity, and sexual orientation
Growing up, some of my family members had some pretty racist views. One would expect for these members to be homophobic as well, but this was not the case. Granted, they had some strange ideas about sexuality (like my parents thinking my brother would turn gay if he had only sisters, so they continued having children until they had a 2nd son), but being homosexual was accepted by my family (if not openly discussed).
This is because my uncle (my father's brother) was gay. He was a wonderful man--caring, giving, generous, and loving. Unfortunately, he passed away several years ago. He was loved by everyone. And he had a very difficult life. As a young man, he tried to become a priest, but was turned away because he was said not to have a true "calling". Over the years he lost friends and several jobs once it was learned that he was gay. Although he lived with the same partner for close to 30 years, they were unable to marry. Upon his death, battles broke out between his partner and my father's other brother with regards to the funeral, the cemetery plot, the flowers planted there, etc. --battles that still rage to this day.
Last year, my oldest son (who had come out to me, his father and siblings quite some time ago) wanted to bring his boyfriend to my mother's retirement party. Many members of the family were not aware of his sexuality, or may have guessed but were not sure. They attended together, and the family accepted him and his boyfriend just as easily as they would have had he brought a girl home for the family to meet. In fact, they liked my son's boyfriend better than they had liked my daughter's former boyfriend!
To me, the topic of gender, gender identity, and sexual orientation is one that is close to my heart. Due to my parents' misunerstandings when I was young, I was not allowed to play sports. I was encouraged to play with the girls in the neighborhood even though the boys were more fun. I was forbidden to join the fire company with my father. So when my daughter said she would rather play baseball than take dance lessons, I signed her up for baseball. When she said she wanted to play on the "boys" team because that's where all her friends were, I signed her up (which took some doing, but I made sure she was not discriminated against). As she got older, she decided to switch to softball and the girls' team, and I supported her decision. When she expressed an interest in joining the volunteer fire department, I supported her there as well. Thank goodness I did--today, at 28, she has made it her career! She is the EMS Captain in the volunteer fire department, and a professional paramedic!
The same held true for my sons. When they expressed an interest in gymnastics, I signed them up for lessons. When they became involved in the drama club, I went to every performance. When my youngest son declared he wanted to major in theater in college, I supported his decision (although I was relieved that his goal was to work in directing or stage management--or possibly become a drama teacher as opposed to be a movie star, which seems unrealistic. My concern was for the practical, not the major itself).
I believe it is important to know this about me to understand how passionately I feel about this topic. One of the things my students learn very quickly is that there are no "boy" or "girl" toys in my classroom. All students are welcome to and encouraged to play in all areas. Since many children do not have opportunities to play with certain toys at home, I encourage them to do so when at school. I have pictures posted of children playing with toys in non-traditional gender assignments, such as boys rocking a doll to sleep and girls playing with trucks. I have found that housekeeping is a favorite among the boys because I let them try on and play with whatever they want--something many cannot do at home. Anyone using phrases like "girls can't" or "boys shouldn't" are quickly reminded that "Everyone can and everyone should". If a child uses a homophobic slur (or any slur, for that matter), we discuss what the child thinks it means, and then why it is hurtful to use such words. The child is encouraged to find different words to express their feelings that are more appropriate. I have had surprisingly few concerns or complaints from parents over the years. I have only had one parent who refused to accept this policy and withdrew his son from the program, only to enroll his daughter in my class a few years later.
Since there are very few educational materials geared towards the acceptance of homosexuality or same-sex couples, it is important that the teachers find ways to include such materials. This means extra research when placing orders for storybooks and displays, possibly ordering extra sets of dolls for the playhouse so that there can be two mothers or two fathers, and creating materials to fill the gaps.
This is because my uncle (my father's brother) was gay. He was a wonderful man--caring, giving, generous, and loving. Unfortunately, he passed away several years ago. He was loved by everyone. And he had a very difficult life. As a young man, he tried to become a priest, but was turned away because he was said not to have a true "calling". Over the years he lost friends and several jobs once it was learned that he was gay. Although he lived with the same partner for close to 30 years, they were unable to marry. Upon his death, battles broke out between his partner and my father's other brother with regards to the funeral, the cemetery plot, the flowers planted there, etc. --battles that still rage to this day.
Last year, my oldest son (who had come out to me, his father and siblings quite some time ago) wanted to bring his boyfriend to my mother's retirement party. Many members of the family were not aware of his sexuality, or may have guessed but were not sure. They attended together, and the family accepted him and his boyfriend just as easily as they would have had he brought a girl home for the family to meet. In fact, they liked my son's boyfriend better than they had liked my daughter's former boyfriend!
To me, the topic of gender, gender identity, and sexual orientation is one that is close to my heart. Due to my parents' misunerstandings when I was young, I was not allowed to play sports. I was encouraged to play with the girls in the neighborhood even though the boys were more fun. I was forbidden to join the fire company with my father. So when my daughter said she would rather play baseball than take dance lessons, I signed her up for baseball. When she said she wanted to play on the "boys" team because that's where all her friends were, I signed her up (which took some doing, but I made sure she was not discriminated against). As she got older, she decided to switch to softball and the girls' team, and I supported her decision. When she expressed an interest in joining the volunteer fire department, I supported her there as well. Thank goodness I did--today, at 28, she has made it her career! She is the EMS Captain in the volunteer fire department, and a professional paramedic!
The same held true for my sons. When they expressed an interest in gymnastics, I signed them up for lessons. When they became involved in the drama club, I went to every performance. When my youngest son declared he wanted to major in theater in college, I supported his decision (although I was relieved that his goal was to work in directing or stage management--or possibly become a drama teacher as opposed to be a movie star, which seems unrealistic. My concern was for the practical, not the major itself).
I believe it is important to know this about me to understand how passionately I feel about this topic. One of the things my students learn very quickly is that there are no "boy" or "girl" toys in my classroom. All students are welcome to and encouraged to play in all areas. Since many children do not have opportunities to play with certain toys at home, I encourage them to do so when at school. I have pictures posted of children playing with toys in non-traditional gender assignments, such as boys rocking a doll to sleep and girls playing with trucks. I have found that housekeeping is a favorite among the boys because I let them try on and play with whatever they want--something many cannot do at home. Anyone using phrases like "girls can't" or "boys shouldn't" are quickly reminded that "Everyone can and everyone should". If a child uses a homophobic slur (or any slur, for that matter), we discuss what the child thinks it means, and then why it is hurtful to use such words. The child is encouraged to find different words to express their feelings that are more appropriate. I have had surprisingly few concerns or complaints from parents over the years. I have only had one parent who refused to accept this policy and withdrew his son from the program, only to enroll his daughter in my class a few years later.
Since there are very few educational materials geared towards the acceptance of homosexuality or same-sex couples, it is important that the teachers find ways to include such materials. This means extra research when placing orders for storybooks and displays, possibly ordering extra sets of dolls for the playhouse so that there can be two mothers or two fathers, and creating materials to fill the gaps.
Sunday, August 23, 2015
EDUC 6165 wrap up
Another class is coming to a close--making me 3 credits closer to obtaining my advanced degree. I would like to take this time to thank the members of my class for their insights, their input, and their support during this process. This includes members from other groups, as I tend to jump around to see what other groups are discussing and get their perspectives as well, even if I don't always comment.
I wish you all much success as your journey continues!!
Kathy
I wish you all much success as your journey continues!!
Kathy
Sunday, August 9, 2015
Groups
When I was a teenager (many, many years ago) I participated in a program called the International Student Leadership Institute (ISLI). It was a program that ran for 4 days and 3 nights in which participants were split into small groups made up with people they didn't know, or at least didn't know well. During the program each group completed a number of tasks--some easy, some difficult, and some very personal. Each group had a facilitator or 2 to make sure they knew what they were supposed to be doing and to guide them along the way. Saying goodbye at the end of the program was heartbreaking--such strong bonds were formed during such a short time. I went back and was trained to be a facilitator myself, and continued to participate in the program for several years. Each time, saying goodbye was tear-filled. The closing ceremony was a mass during which the "sign of peace" took about 20 minutes because everyone was running around hugging each other. You were also given a packet of notes that the members of your group wrote in which they told you how they felt about you--what they liked, what they admired, and what they were going to miss. Now, over 3 decades later, I still have every note ever given to me during those ceremonies, and I am still in contact with quite a few people I met there.
Finishing my program at Walden will not have the same impact on my life, as the connections made do not have the same emotional pull. Because I took a short leave from the program, the people I began with are no longer in the same classes as me, and I am now interacting with an entirely new group of people. There is one person I connected with from the very beginning. Her name is Nikki, and we have never met. We live at opposite ends of the country, and it is unlikely that we ever will actually meet in person. But, we still check in with each other--our progress, our kids, our lives. If I were to attend the graduation ceremony at the end of the program, it would only be to meet my friend in person. While I do believe that adjourning is an important part of a group--to review, to recap--to provide a sense of closure, I doubt that I will be able to afford the trip, nor will I be able to get enough time off to go.
Finishing my program at Walden will not have the same impact on my life, as the connections made do not have the same emotional pull. Because I took a short leave from the program, the people I began with are no longer in the same classes as me, and I am now interacting with an entirely new group of people. There is one person I connected with from the very beginning. Her name is Nikki, and we have never met. We live at opposite ends of the country, and it is unlikely that we ever will actually meet in person. But, we still check in with each other--our progress, our kids, our lives. If I were to attend the graduation ceremony at the end of the program, it would only be to meet my friend in person. While I do believe that adjourning is an important part of a group--to review, to recap--to provide a sense of closure, I doubt that I will be able to afford the trip, nor will I be able to get enough time off to go.
Thursday, July 30, 2015
conflicts
There are two people at my place of employment who thrive on creating drama. They constantly try and dump their responsibilities off on everyone else, they whine to the director on a daily basis, and make snide remarks trying to belittle everyone every chance they get. Their motto seems to be "Make everyone else look bad so no one looks too closely at us".
I try to avoid them as much as possible, as they can't cause trouble if they aren't around, but that is very difficult. I have tried to be respectful when I respond--like today when one made a snippy comment about me leaving the cover off the laminating machine. I simply responded that I could not put the cover on while it was hot, and that while it was cooling down I was called to another building to attend an IEP meeting-- that I had just returned and was on my way to cover it, and then thanked her for doing it for me and walked away. Since I try not to take the bait and fight with her, she usually doesn't know what to say and that's the end--until the next time she tries to push my buttons.
I also attempt to use nonviolent communication when dealing with these women by reminding myself to be compassionate. One is about to become a mother for the first time and is really not all that comfortable around babies, so I remind myself that she is scared and try and cut her some slack. The other is fairly new to our center, having just completed her associate's degree last year and will be alone in the classroom for two months while the other is on maternity leave. I remind myself that she is inexperienced and nervous and try to make allowances for that.
My co-teacher and I have developed a mantra from when they try to suck us into their chaos--"Not my circus, not my monkeys".
Please note that I said I try--I do not always succeed. I am human and I react sometimes without thinking--they do manage to get to me from time to time.
I try to avoid them as much as possible, as they can't cause trouble if they aren't around, but that is very difficult. I have tried to be respectful when I respond--like today when one made a snippy comment about me leaving the cover off the laminating machine. I simply responded that I could not put the cover on while it was hot, and that while it was cooling down I was called to another building to attend an IEP meeting-- that I had just returned and was on my way to cover it, and then thanked her for doing it for me and walked away. Since I try not to take the bait and fight with her, she usually doesn't know what to say and that's the end--until the next time she tries to push my buttons.
I also attempt to use nonviolent communication when dealing with these women by reminding myself to be compassionate. One is about to become a mother for the first time and is really not all that comfortable around babies, so I remind myself that she is scared and try and cut her some slack. The other is fairly new to our center, having just completed her associate's degree last year and will be alone in the classroom for two months while the other is on maternity leave. I remind myself that she is inexperienced and nervous and try to make allowances for that.
My co-teacher and I have developed a mantra from when they try to suck us into their chaos--"Not my circus, not my monkeys".
Please note that I said I try--I do not always succeed. I am human and I react sometimes without thinking--they do manage to get to me from time to time.
Sunday, July 26, 2015
Communication Profile
I am supposed to discuss how I view myself as a communicator differs from how others see me as a communicator. Honestly, there really wasn't much of a difference between the two. The only area in which the scores were different were in the anxiety inventory. I scored myself as moderately anxious, while others scored my anxiety about speaking as low. So, I guess the only surprise is that I appear much more self-confident and relaxed when speaking to others than I actually feel.
I have a short temper at times and I have worked very hard at maintaining control when communicating with others. It has been a difficult journey, but--judging from the scores I received, I can say that I am--at least to some extent--successful at doing so. I do need to vent, and there are a few trusted people that I can talk to about how I am feeling about certain people or situations, which helps me to remain calm and focused when I need to. Does this mean I am being dishonest? Yes--to some degree I guess I am. But I think that in order to effectively communicate sometimes you need to hide the fact that you think someone is a raving idiot and find a constructive way to approach the situation.
Just this week, a parent asked me a question about a former student now in another classroom. I gave her the best answer I could based on my experience with this child--which was not the answer she wanted. Her child has behavioral issues, and she was looking to blame the fact that he was not allowed to attend a field trip on another child rather than her own, which was NOT the case. I found out later that day that she posted a very long, very offensive rant about me and my "lukewarm" response. My initial reaction was to call her out and let her have it. However, I realized that getting into a public battle with her via social media was not only counterproductive, it was highly unprofessional. So, I chose to ignore the post completely, other than to bring it to the attention of my boss, so she would be aware of the situation should she hear about it from someone else. When she realized that I was not going to take the bait (and several other people came to my defense by way of comments to her post), she removed the post completely. Was I honest with this person? Yes, to her initial question, but no, in that I didn't get into a confrontation about her post. I did not tell her what I think of her. Did I take the high road and ignore it? Yes. Was I effective in communicating with her? I believe I was. My lack of response communicated to her that I was not going to sink to a public forum battle, and she backed down. I have learned (sometimes the hard way) that just because a thought appears in my head does not mean I have to share it.
I have a short temper at times and I have worked very hard at maintaining control when communicating with others. It has been a difficult journey, but--judging from the scores I received, I can say that I am--at least to some extent--successful at doing so. I do need to vent, and there are a few trusted people that I can talk to about how I am feeling about certain people or situations, which helps me to remain calm and focused when I need to. Does this mean I am being dishonest? Yes--to some degree I guess I am. But I think that in order to effectively communicate sometimes you need to hide the fact that you think someone is a raving idiot and find a constructive way to approach the situation.
Just this week, a parent asked me a question about a former student now in another classroom. I gave her the best answer I could based on my experience with this child--which was not the answer she wanted. Her child has behavioral issues, and she was looking to blame the fact that he was not allowed to attend a field trip on another child rather than her own, which was NOT the case. I found out later that day that she posted a very long, very offensive rant about me and my "lukewarm" response. My initial reaction was to call her out and let her have it. However, I realized that getting into a public battle with her via social media was not only counterproductive, it was highly unprofessional. So, I chose to ignore the post completely, other than to bring it to the attention of my boss, so she would be aware of the situation should she hear about it from someone else. When she realized that I was not going to take the bait (and several other people came to my defense by way of comments to her post), she removed the post completely. Was I honest with this person? Yes, to her initial question, but no, in that I didn't get into a confrontation about her post. I did not tell her what I think of her. Did I take the high road and ignore it? Yes. Was I effective in communicating with her? I believe I was. My lack of response communicated to her that I was not going to sink to a public forum battle, and she backed down. I have learned (sometimes the hard way) that just because a thought appears in my head does not mean I have to share it.
Thursday, July 16, 2015
Communication Differences
This week I am to consider the ways in which I communicate with different groups and if I change the way I communicate from one group to the next. I have to say I do, but not for the reasons one might immediately assume. With my family, at least my immediate family (siblings, parents, offspring, spouse) it's pretty much anything goes. No one has any filters--everyone says what's on their mind, no holds barred--no subject is off limits! Politics, religion, love lives, finances--we all pretty much throw in our two cents. My son even felt comfortable enough bringing his boyfriend home to a family party last summer to meet everyone, even though he hadn't officially "come out" to everyone yet. He figured that was as good a way as any!
The same holds true for my closest friends. We pretty much dive into each other's lives--with little concern for "off-limits" or worrying about how we are coming across.
For people outside this total-comfort zone, I tend to be a bit more restrained. I avoid topics which might be offensive to others, I keep my language and body language more formal. I try to avoid doing or saying anything which might be misunderstood or inadvertently offensive--at least until I get to know them better and feel more comfortable around them. Then I can let my guard down a bit.
At work I communicate with the parents and family members in a professional tone. I try to avoid making assumptions about family customs and cultures. I try to show respect for everyone and attempt to learn as much as possible about their lives (as it pertains to the well-being of the child). As I am sure every teacher experiences, there are some families that you will "click" with and become more comfortable and less formal, and others that will remain a formal relationship throughout the school year. With the students, I am informal from the start--I am polite and respectful, but also silly and relaxed, as they are kids and I want them to be comfortable around me. Just today, I overheard two of the school-aged students having a disagreement. HW (age 12) was insisting to SG (age 7) that when two people get married, the lady changes her name and the kids have the same name as the father. And if the mother get remarried she changes her name to the new husbands and so do the kids--always! SG was having a hard time making HW understand that in her culture it isn't done that way. So I stepped in and explained that in SG's culture, the wife does not take the husband's last name when they get married, and that the children take the father's first name as their last name. I then asked SG if I had explained it correctly, and she smiled and said I did. Whenever I am dealing with a situation that I have little or no personal experience with, I like to double check and make sure I understand correctly.
As for communicating with people from different cultures differently, I really don't--at least I try not to. I try to be polite and respectful to everyone I communicate with. If I know about something that may be offensive (topic, gesture, word, etc.) I do my best to avoid it. Now, I am not perfect by any means and I make mistakes and offend people--it happens. Sometimes I do or say the wrong thing. I try to learn when that happens so as to avoid it happening again.
The same holds true for my closest friends. We pretty much dive into each other's lives--with little concern for "off-limits" or worrying about how we are coming across.
For people outside this total-comfort zone, I tend to be a bit more restrained. I avoid topics which might be offensive to others, I keep my language and body language more formal. I try to avoid doing or saying anything which might be misunderstood or inadvertently offensive--at least until I get to know them better and feel more comfortable around them. Then I can let my guard down a bit.
At work I communicate with the parents and family members in a professional tone. I try to avoid making assumptions about family customs and cultures. I try to show respect for everyone and attempt to learn as much as possible about their lives (as it pertains to the well-being of the child). As I am sure every teacher experiences, there are some families that you will "click" with and become more comfortable and less formal, and others that will remain a formal relationship throughout the school year. With the students, I am informal from the start--I am polite and respectful, but also silly and relaxed, as they are kids and I want them to be comfortable around me. Just today, I overheard two of the school-aged students having a disagreement. HW (age 12) was insisting to SG (age 7) that when two people get married, the lady changes her name and the kids have the same name as the father. And if the mother get remarried she changes her name to the new husbands and so do the kids--always! SG was having a hard time making HW understand that in her culture it isn't done that way. So I stepped in and explained that in SG's culture, the wife does not take the husband's last name when they get married, and that the children take the father's first name as their last name. I then asked SG if I had explained it correctly, and she smiled and said I did. Whenever I am dealing with a situation that I have little or no personal experience with, I like to double check and make sure I understand correctly.
As for communicating with people from different cultures differently, I really don't--at least I try not to. I try to be polite and respectful to everyone I communicate with. If I know about something that may be offensive (topic, gesture, word, etc.) I do my best to avoid it. Now, I am not perfect by any means and I make mistakes and offend people--it happens. Sometimes I do or say the wrong thing. I try to learn when that happens so as to avoid it happening again.
Tuesday, July 7, 2015
Non-verbal communication
For this week's assignment, I was to watch a television show that I am unfamiliar with--with the volume off--and observe the non-verbal communication.
I chose an episode of The Goldbergs (it was a random on-demand choice, as I rarely watch television). The opening scene featured a teenaged boy and a younger boy--the younger one was getting "beat up" by the older one--body slams, wrestling, etc.--in a living room. I took these actions to mean that they were brothers.
The show continued with the older boy and 3 other boys about the same age--watching TV, hanging out and playing some sort of game in a Wawa parking lot. Judging from the facial expressions, high-5's, etc. I would take them to be a group of friends. A second group of boys join them, and from the facial expressions I assumed that this group was not friendly with the first group (frowning, glaring). The older brother stood face-to-face with one boy from the other group--facial expressions indicating tension between the two groups (intense glaring, words spoken with a look of anger on each face). Then the boy from the other group shoved an ice cream cone in the older brother's face and the brother stalked off.
The older brother is shown next speaking with an older man. Since it is taking place in a home, I assume this is the grandfather.
The show cuts to a young woman sitting on a couch watching TV (Ronald Reagan is on the screen) with a man in his late 30's/early 40's, and they are having a discussion. The woman seems to be more emotionally involved, as she is gesturing with her hands and arms. I was unsure at first if this was the wife of a daughter, but then it showed another woman ironing next to the couch, so I figured it was the daughter on the couch and the mother ironing. The daughter is clearly trying to convince her parents of something that she feels is important.
The show moves on to the two brothers, and it appears that the younger one is helping the older one train physically.
The next scene shows the daughter on a stage (most likely at her high school) about to take part in a debate. Her parents come onto the stage and take over. The daughter is clearly embarrassed (hiding her face, rolling her eyes). The mother is wearing a "Just say NO" t-shirt. The mother's shirt, combined with a Rick Springfield poster on the wall, the younger brother's Knight Rider t-shirt, and the extreme feathering of the mother's hair made me assume this show takes place in the early to mid 80's. The mother and the principal/teacher are next seen searching lockers--I assume for drugs given the mother's shirt.
The show winds up with the family members making peace with each other (smiling, hugging). I decided that the plot of the show followed two storylines: the older brother enlisting the younger brother's help to train to defend himself against a rival group, and the daughter and her parents on opposing sides of a Presidential election. The older brother stood up to the rival group, but scared them off by acting crazy and not by fighting them. And, much to the daughter's disappointment, Reagan won the election (sorry for the spoiler!!!)
I re-watched the show with the volume turned up, and found that, for the most part, I had interpreted the show correctly. I correctly guessed each relationship. The older brother did enlist his younger brother's help, but to train for the television show American Gladiator. They did show the brother watching that, but I didn't recognize it. The daughter was trying to convince her parents to vote for Walter Mondale, but the mother went overboard in supporting Nancy Reagan and the Just say NO! campaign. It turned out that the mother was trying to impress the daughter by becoming politically active.
Overall, the show was a typical sit-com. Conflict, resolution, happy ending all accomplished in under 30 minutes. This "formula" helped to some degree in determining relationships, storyline, etc., but non-verbal communication effectively told much of the story without the dialogue. I don't know if being familiar with the show honestly could have lent any more insight.
The biggest a-ha moment for me was not in the communication between the characters, but instead in how the choice of costumes and props were used to set the show some 30 years ago: feathered hair, huge earrings, Rick Springfield, Knight Rider, VHS tapes, Just say NO, a cheeseburger phone--all relics of my teenage years--all successfully indicating that the show took place decades ago.
I chose an episode of The Goldbergs (it was a random on-demand choice, as I rarely watch television). The opening scene featured a teenaged boy and a younger boy--the younger one was getting "beat up" by the older one--body slams, wrestling, etc.--in a living room. I took these actions to mean that they were brothers.
The show continued with the older boy and 3 other boys about the same age--watching TV, hanging out and playing some sort of game in a Wawa parking lot. Judging from the facial expressions, high-5's, etc. I would take them to be a group of friends. A second group of boys join them, and from the facial expressions I assumed that this group was not friendly with the first group (frowning, glaring). The older brother stood face-to-face with one boy from the other group--facial expressions indicating tension between the two groups (intense glaring, words spoken with a look of anger on each face). Then the boy from the other group shoved an ice cream cone in the older brother's face and the brother stalked off.
The older brother is shown next speaking with an older man. Since it is taking place in a home, I assume this is the grandfather.
The show cuts to a young woman sitting on a couch watching TV (Ronald Reagan is on the screen) with a man in his late 30's/early 40's, and they are having a discussion. The woman seems to be more emotionally involved, as she is gesturing with her hands and arms. I was unsure at first if this was the wife of a daughter, but then it showed another woman ironing next to the couch, so I figured it was the daughter on the couch and the mother ironing. The daughter is clearly trying to convince her parents of something that she feels is important.
The show moves on to the two brothers, and it appears that the younger one is helping the older one train physically.
The next scene shows the daughter on a stage (most likely at her high school) about to take part in a debate. Her parents come onto the stage and take over. The daughter is clearly embarrassed (hiding her face, rolling her eyes). The mother is wearing a "Just say NO" t-shirt. The mother's shirt, combined with a Rick Springfield poster on the wall, the younger brother's Knight Rider t-shirt, and the extreme feathering of the mother's hair made me assume this show takes place in the early to mid 80's. The mother and the principal/teacher are next seen searching lockers--I assume for drugs given the mother's shirt.
The show winds up with the family members making peace with each other (smiling, hugging). I decided that the plot of the show followed two storylines: the older brother enlisting the younger brother's help to train to defend himself against a rival group, and the daughter and her parents on opposing sides of a Presidential election. The older brother stood up to the rival group, but scared them off by acting crazy and not by fighting them. And, much to the daughter's disappointment, Reagan won the election (sorry for the spoiler!!!)
I re-watched the show with the volume turned up, and found that, for the most part, I had interpreted the show correctly. I correctly guessed each relationship. The older brother did enlist his younger brother's help, but to train for the television show American Gladiator. They did show the brother watching that, but I didn't recognize it. The daughter was trying to convince her parents to vote for Walter Mondale, but the mother went overboard in supporting Nancy Reagan and the Just say NO! campaign. It turned out that the mother was trying to impress the daughter by becoming politically active.
Overall, the show was a typical sit-com. Conflict, resolution, happy ending all accomplished in under 30 minutes. This "formula" helped to some degree in determining relationships, storyline, etc., but non-verbal communication effectively told much of the story without the dialogue. I don't know if being familiar with the show honestly could have lent any more insight.
The biggest a-ha moment for me was not in the communication between the characters, but instead in how the choice of costumes and props were used to set the show some 30 years ago: feathered hair, huge earrings, Rick Springfield, Knight Rider, VHS tapes, Just say NO, a cheeseburger phone--all relics of my teenage years--all successfully indicating that the show took place decades ago.
Saturday, July 4, 2015
Effective Communication
As I am attempting to get back into the routine of taking classes, I am asked to consider someone who demonstrates competent communication skills.
My first thought was our President. I remember---years ago----listening to the Democratic Convention on television while working on something at my desk. They introduced then Illinois State Senator Barack Obama to give the keynote address. As he spoke, I had to stop what I was doing and give him my full attention. The way in which he spoke was captivating--inspiring. I remember calling my mother and asking her if she was watching. Until that day, I had never even heard of this man. I clearly remember telling my mother that I believed he would one day be President.
He spoke from his heart. He shared personal experiences and spoke of common desires. He reached out to the audience and connected with them all--young, old, black, white, rich, poor--it didn't matter. He believed in what he was saying. Now, 11 years later, he still holds true to the things he said. That, to me, is what makes an effective communicator. Be honest. Be sincere. Be passionate. Be true.
My first thought was our President. I remember---years ago----listening to the Democratic Convention on television while working on something at my desk. They introduced then Illinois State Senator Barack Obama to give the keynote address. As he spoke, I had to stop what I was doing and give him my full attention. The way in which he spoke was captivating--inspiring. I remember calling my mother and asking her if she was watching. Until that day, I had never even heard of this man. I clearly remember telling my mother that I believed he would one day be President.
He spoke from his heart. He shared personal experiences and spoke of common desires. He reached out to the audience and connected with them all--young, old, black, white, rich, poor--it didn't matter. He believed in what he was saying. Now, 11 years later, he still holds true to the things he said. That, to me, is what makes an effective communicator. Be honest. Be sincere. Be passionate. Be true.
Saturday, February 28, 2015
Professional Hopes and Goals
For a wrap-up for the final week of my class, I am to give one hope I have for children and families coming from diverse backgrounds with regards to early childhood education. My hope for ALL children, regardless of background, is that they receive the best possible early childhood experience, appropriate to their particular learning needs. For many children, this opportunity is not available, for a multitude of reasons.
One goal I would personally like to set for early childhood education related to issues of diversity, equity, and social justice is this: I would like to see the field of early childhood fully funded and to have that funding guaranteed so it is not a political football each election year, or every time the need to make budget cuts. I would like the see early childhood teachers (and ALL teachers) treated with the respect they deserve, instead of scapegoats for the failing educational system (which is the fault of the people with no educational background who make up the rules). I would like to see the educational system run by educators, NOT politicians and corporations looking to make money. I would like to see these educational opportunities available to ALL children, from birth through college--free of charge and open to all. Without an educated populace, our country is doomed to failure.
I would like to thank my classmates for their shared experiences and feedback. I wish you all well as you continue your journey. In particular I would like to thank Nikki Thomas for being my sounding board, the wall upon which I beat my head, the support I needed to get this far, and a dear and cherished friend. This is the last class we take together (sob!). I truly hope you achieve all of your life's dreams and I hope you know you can always count on me, even though we won't be in class together anymore.
Due to a lack of funding (I have maxed out of state grants for the fiscal year), I will be taking a break from my studies. I will return this summer when the new fiscal year provides more funding. I wish you all continued success!!!
Kathy
One goal I would personally like to set for early childhood education related to issues of diversity, equity, and social justice is this: I would like to see the field of early childhood fully funded and to have that funding guaranteed so it is not a political football each election year, or every time the need to make budget cuts. I would like the see early childhood teachers (and ALL teachers) treated with the respect they deserve, instead of scapegoats for the failing educational system (which is the fault of the people with no educational background who make up the rules). I would like to see the educational system run by educators, NOT politicians and corporations looking to make money. I would like to see these educational opportunities available to ALL children, from birth through college--free of charge and open to all. Without an educated populace, our country is doomed to failure.
I would like to thank my classmates for their shared experiences and feedback. I wish you all well as you continue your journey. In particular I would like to thank Nikki Thomas for being my sounding board, the wall upon which I beat my head, the support I needed to get this far, and a dear and cherished friend. This is the last class we take together (sob!). I truly hope you achieve all of your life's dreams and I hope you know you can always count on me, even though we won't be in class together anymore.
Due to a lack of funding (I have maxed out of state grants for the fiscal year), I will be taking a break from my studies. I will return this summer when the new fiscal year provides more funding. I wish you all continued success!!!
Kathy
Saturday, February 21, 2015
Welcoming Families
For this hypothetical activity, I chose the country of Belize (although the country itself doesn't really matter, it's more the process than the place).
Ways in which I would prepare to be culturally responsive to the family:
* I would read the registration paperwork completed by the family so I would get to know about them as an individual family
*I would read about the country of Belize to learn a little about where this family is coming from--languages spoken there, type of climate, geography, etc.
* I would schedule a "getting to know you" meeting prior to the start date, in which I could sit down with the family and become familiar with them--meet my new student and ask what I could do to make the transition easier or if there were any issues which might need to be addressed.
* I would locate items which might make the child more comfortable and more at home in my classroom--items which represent his/her personal culture, photographs/posters, books (including favorite books of the child if the parents shared that information), etc.
*I would speak with my students about the tings we can do to welcome this new member of our classroom
*I would look to the community to see if there were any resources or contacts available to help this new family in their new home.
Change is hard, and the unknown is scary. I would hope that any steps I would take in preparation would help to make this change less scary for this family. I would hope to begin to establish a relationship of mutual trust and respect. I would hope to offer this child the best possible educational experience.
Ways in which I would prepare to be culturally responsive to the family:
* I would read the registration paperwork completed by the family so I would get to know about them as an individual family
*I would read about the country of Belize to learn a little about where this family is coming from--languages spoken there, type of climate, geography, etc.
* I would schedule a "getting to know you" meeting prior to the start date, in which I could sit down with the family and become familiar with them--meet my new student and ask what I could do to make the transition easier or if there were any issues which might need to be addressed.
* I would locate items which might make the child more comfortable and more at home in my classroom--items which represent his/her personal culture, photographs/posters, books (including favorite books of the child if the parents shared that information), etc.
*I would speak with my students about the tings we can do to welcome this new member of our classroom
*I would look to the community to see if there were any resources or contacts available to help this new family in their new home.
Change is hard, and the unknown is scary. I would hope that any steps I would take in preparation would help to make this change less scary for this family. I would hope to begin to establish a relationship of mutual trust and respect. I would hope to offer this child the best possible educational experience.
Saturday, February 14, 2015
Personal side of bias, oppression, and prejudice
My first job (other than babysitting) was working in a fast food restaurant, as is the case for millions or teenagers. When I was hired, I was told that my starting pay would be $2.10/hour--waitress wage--because there was the opportunity to make tips. I don't know about you, but I have never tipped anyone in a fast food establishment. As a sandwich maker, salad bar attendant, or food prep, you had virtually NO contact with the customers, and therefore no opportunities to get tips.
I found out a few weeks into the job that the male employees got $4.00/hour, because they worked the grill. However, my wages did not go up if I covered the grill, and their wages did not decrease if they covered a different area.
When I complained to the manager, I was told that it was company policy. I had zero chance of making the same wages as the boys, because their job was dangerous, and all I had to do was flirt with the customers and pull in tips. While this behavior occurs today, it was much more common in the 1980's.
I was angry that I was working just as hard--or harder--than the male employees, but making just about half the pay. When I looked for a different job, I found that many places--not only in fast food--had similar policies. The basic idea behind the policies was that males were future heads of household, while females were just killing time until they found a husband to take care of them.
Like I said, this occurred 30 years ago, but there are many companies to this day that pay employees differently depending upon their sex. The only way to insure that this will never happen is to create laws that make this practice illegal. So far, the men who hold the power do not seem all that interested in making this happen.
I found out a few weeks into the job that the male employees got $4.00/hour, because they worked the grill. However, my wages did not go up if I covered the grill, and their wages did not decrease if they covered a different area.
When I complained to the manager, I was told that it was company policy. I had zero chance of making the same wages as the boys, because their job was dangerous, and all I had to do was flirt with the customers and pull in tips. While this behavior occurs today, it was much more common in the 1980's.
I was angry that I was working just as hard--or harder--than the male employees, but making just about half the pay. When I looked for a different job, I found that many places--not only in fast food--had similar policies. The basic idea behind the policies was that males were future heads of household, while females were just killing time until they found a husband to take care of them.
Like I said, this occurred 30 years ago, but there are many companies to this day that pay employees differently depending upon their sex. The only way to insure that this will never happen is to create laws that make this practice illegal. So far, the men who hold the power do not seem all that interested in making this happen.
Saturday, January 31, 2015
Microaggression
I read an article this week which seemed to be an example of microaggression. A woman in Michigan is suing the Dearborn Heights police department for forcing her to remove her headscarf for a mugshot photo for a traffic misdemeanor. Although she informed the officer that removing her headscarf was against her religious beliefs, he told her that there were no exceptions. His supervisor also insisted that the headscarf be removed. She asked if a female officer could take the photo so as not to violate the demands of her religion, but the request was denied. The officers instead threatened a longer detention is she did not comply immediately.
Now, had this woman been arrested for making terroristic threats, attempting to murder someone, or some other violent offense, I could understand the urgency the officers would have felt about insuring that a weapon was not concealed on her person. It wouldn't negate her religious rights, but it would provide a legitimate reason for the police to insist on immediate compliance. But this woman was arrested for a minor traffic offense. She posed no credible immediate risk. There is no reason why she couldn't have been secured until a female officer could be brought in to take the mugshot. The actions of these male officers showed either an ignorance about her religious faith or a complete disregard of it. Either way, this woman was a victim of microaggression.
I am a supporter of the police. There are many fine men and women that risk their lives on a daily basis to serve and protect the people of this nation. Officers who behave in this way are not representative of all police officers. The ones who act like these officers did make me angry and sad. I am angry at the injustices people have had to endure, and sad that situations such as these occur so frequently.
Hellerstein, E. (2015) Woman sues Michigan police department for forced Hijab removal. Think Progress. Retrieved from: http://thinkprogress.org/justice/2015/01/25/3615195/woman-sues-michigan-police-department-forced-hijab-removal/
Now, had this woman been arrested for making terroristic threats, attempting to murder someone, or some other violent offense, I could understand the urgency the officers would have felt about insuring that a weapon was not concealed on her person. It wouldn't negate her religious rights, but it would provide a legitimate reason for the police to insist on immediate compliance. But this woman was arrested for a minor traffic offense. She posed no credible immediate risk. There is no reason why she couldn't have been secured until a female officer could be brought in to take the mugshot. The actions of these male officers showed either an ignorance about her religious faith or a complete disregard of it. Either way, this woman was a victim of microaggression.
I am a supporter of the police. There are many fine men and women that risk their lives on a daily basis to serve and protect the people of this nation. Officers who behave in this way are not representative of all police officers. The ones who act like these officers did make me angry and sad. I am angry at the injustices people have had to endure, and sad that situations such as these occur so frequently.
Hellerstein, E. (2015) Woman sues Michigan police department for forced Hijab removal. Think Progress. Retrieved from: http://thinkprogress.org/justice/2015/01/25/3615195/woman-sues-michigan-police-department-forced-hijab-removal/
Saturday, January 24, 2015
Perspectives on Culture and Diversity
This week, I was to ask friends for their perspectives on culture and diversity. So I do not misquote, I will cut and paste their responses:
First was a friend from high school, Carolyn (same race, gender, age as myself. Carolyn is in a wheelchair due to a genetic condition, which manifested after graduation):
culture...the beliefs of any particular group, diversity...a variety of cultures.
Debbie, a co-worker who is the same race and gender, but a bit older then myself:
Culture is something learned by participating in family or environmental day to day activities. It varies in degree from one individual to another depending on how immersed they are in the particular culture. It includes language, foods, music, fashion, religion, holiday customs, etc. Diversity is the existence of multiple cultures existing side by side, tolerating and eventually accepting each other's cultures.
Karen, a former preschool parent--same gender and race, several years older than myself, adoptive mother of two Russian children:
Culture is a system of beliefs and traditions shared among a group of people or family. To me, diversity means a peaceful blending of people from different cultures or ethnic backgrounds who live/work in proximity to one another. It does not mean affirmative action or forced quotas to prove that there is equal distribution of cultures/ethnic backgrounds in a workplace or geographic region.
Sheryl, another friend from high school--same race, gender, age:
To me culture is the arts it's a sharing of experiences and traditions. I agree diversity is a peaceful blending of people from different ethnic and cultural heritages. Where I work many languages are spoken. There are many religious differences in the employees and we all work together with respect and harmony.
Lastly, Ron, a friend (and former boyfriend) from high school--same age and race, has lived in Europe for over 10 years:
I'm not so sure about culture, but I'm pretty sure diversity is defined as blonde, brunette & redhead.
Then, he realized that this was part of an assignment and offered the following:
I guess people are trying to be helpful to you and my smarta** response was out of place. But I thought that I should try to keep up my image.
Anyway, I've been sitting here thinking about what I think culture is. I think it is a little different in the U.S. than in the rest of the world. Every country that I've been to has had its own culture, which I define as the traditions and way of life that they all share. And because they have been living them for generations they are embedded into everything that they do. Most of the time it is religious based and therefore driven deeply into their soul and does not change very quickly.
Now since the U.S. is s melting pot, the culture there is more of a chaotic nature. Take for example the towns along the Lackawanna River that were originally populated by immigrants from different countries. They all tried to maintain the cultures of the places their families came from, but over time these have all bended together to form a unique culture of the valley. As a result, I think that over time the original cultures that they are attempting to preserve have lost their meaning.
Diversity is a tougher one to define for me. The problem is I think diversity is a product of the political correctness mentality. It has become sort of a utopian idea where we should embrace people's differences and uniqueness. But the problem is "cultures" have instilled in us a sense of us and them and I think this has led to people not wanting to accept diversity. Just take the Muslim religion for example. To us they are one culture dominated by their religion. But to thiem they see a Sunni and Shiite division that is unacceptable. Heck the same can be said here in Europe when the Protestants split off them the Catholics. The both worshipped the same God and yet they fought have each other over the centuries, right up to the trouble in Ireland a few decades ago. My point is everyone who is responding to your post with a feel good definition about diversity is full of it. People deep down do not see diversity as a good thing. It is what is causing most of the fighting in the world. Sure we should accept the different thoughts, beliefs and ideologies of people, but in the end we see them as foreign and something that is a threat to our group's culture.
Now that I have written all of this down I guess I can give you my personal definitions:
Culture = my way of life Diversity = everyone else's way of life
In reading these responses, I realize that most people view culture as surface culture, and don't really think about the deep culture that truly makes up one's personal identity. language, holidays, foods, etc--these are the things most people think about when thinking about culture.
Among my friends, there was a division of thoughts as to diversity. While the women tended to view it as different people from different backgrounds peacefully coexisting, Ron offered a different point of view: diversity is the thing that drives a wedge in between people and causes problems. I like the way he summed it up:
Culture= my way of life; diversity= everyone else's way of life. This is quite simplistic, but actually pretty true.
I agree that people's differences can and do cause problems and fuel fighting worldwide. I am optimistic enough to hope that we, as a planet, can become more educated, more tolerant, more accepting, and peacefully get along.
First was a friend from high school, Carolyn (same race, gender, age as myself. Carolyn is in a wheelchair due to a genetic condition, which manifested after graduation):
culture...the beliefs of any particular group, diversity...a variety of cultures.
Debbie, a co-worker who is the same race and gender, but a bit older then myself:
Culture is something learned by participating in family or environmental day to day activities. It varies in degree from one individual to another depending on how immersed they are in the particular culture. It includes language, foods, music, fashion, religion, holiday customs, etc. Diversity is the existence of multiple cultures existing side by side, tolerating and eventually accepting each other's cultures.
Karen, a former preschool parent--same gender and race, several years older than myself, adoptive mother of two Russian children:
Culture is a system of beliefs and traditions shared among a group of people or family. To me, diversity means a peaceful blending of people from different cultures or ethnic backgrounds who live/work in proximity to one another. It does not mean affirmative action or forced quotas to prove that there is equal distribution of cultures/ethnic backgrounds in a workplace or geographic region.
Sheryl, another friend from high school--same race, gender, age:
To me culture is the arts it's a sharing of experiences and traditions. I agree diversity is a peaceful blending of people from different ethnic and cultural heritages. Where I work many languages are spoken. There are many religious differences in the employees and we all work together with respect and harmony.
Lastly, Ron, a friend (and former boyfriend) from high school--same age and race, has lived in Europe for over 10 years:
I'm not so sure about culture, but I'm pretty sure diversity is defined as blonde, brunette & redhead.
Then, he realized that this was part of an assignment and offered the following:
I guess people are trying to be helpful to you and my smarta** response was out of place. But I thought that I should try to keep up my image.
Anyway, I've been sitting here thinking about what I think culture is. I think it is a little different in the U.S. than in the rest of the world. Every country that I've been to has had its own culture, which I define as the traditions and way of life that they all share. And because they have been living them for generations they are embedded into everything that they do. Most of the time it is religious based and therefore driven deeply into their soul and does not change very quickly.
Now since the U.S. is s melting pot, the culture there is more of a chaotic nature. Take for example the towns along the Lackawanna River that were originally populated by immigrants from different countries. They all tried to maintain the cultures of the places their families came from, but over time these have all bended together to form a unique culture of the valley. As a result, I think that over time the original cultures that they are attempting to preserve have lost their meaning.
Diversity is a tougher one to define for me. The problem is I think diversity is a product of the political correctness mentality. It has become sort of a utopian idea where we should embrace people's differences and uniqueness. But the problem is "cultures" have instilled in us a sense of us and them and I think this has led to people not wanting to accept diversity. Just take the Muslim religion for example. To us they are one culture dominated by their religion. But to thiem they see a Sunni and Shiite division that is unacceptable. Heck the same can be said here in Europe when the Protestants split off them the Catholics. The both worshipped the same God and yet they fought have each other over the centuries, right up to the trouble in Ireland a few decades ago. My point is everyone who is responding to your post with a feel good definition about diversity is full of it. People deep down do not see diversity as a good thing. It is what is causing most of the fighting in the world. Sure we should accept the different thoughts, beliefs and ideologies of people, but in the end we see them as foreign and something that is a threat to our group's culture.
Now that I have written all of this down I guess I can give you my personal definitions:
Culture = my way of life Diversity = everyone else's way of life
In reading these responses, I realize that most people view culture as surface culture, and don't really think about the deep culture that truly makes up one's personal identity. language, holidays, foods, etc--these are the things most people think about when thinking about culture.
Among my friends, there was a division of thoughts as to diversity. While the women tended to view it as different people from different backgrounds peacefully coexisting, Ron offered a different point of view: diversity is the thing that drives a wedge in between people and causes problems. I like the way he summed it up:
Culture= my way of life; diversity= everyone else's way of life. This is quite simplistic, but actually pretty true.
I agree that people's differences can and do cause problems and fuel fighting worldwide. I am optimistic enough to hope that we, as a planet, can become more educated, more tolerant, more accepting, and peacefully get along.
Saturday, January 17, 2015
My Family Culture
New class--new blogs!
For this week, I am to imagine that the infrastructure of my country has collapsed, and that I, along with my family, can evacuate to another country. I have no control over where we are going and it is possible that we would never return home. We are allowed to take 3 personal items with us, along with a change of clothes.
1. My cell phone. Since I do not know where I am going, I do not know if I am going to be able to use it for calls, but I have contact info, photographs, and medical history stored in it. If we do have the ability to make calls, it would be vital to have my phone with me.
2. First aid kit with medications. Accidents happen, and it is best to be prepared.
3. Strong box. In it I have birth certificates, passports, marriage certificate--basically the proof that me and my family are who we say we are. These items may be needed in the future.
As you can tell by my list, material possessions aren't that important to me. I am more practical-minded. As long as I had my family with me, then I would have everything I needed.
I am supposed to imagine that, upon arrival, I can only keep one of the three possessions. Logically, I would stick the phone and first aid kit IN the strong box--then it's only one item! If that were not allowed, I would use my phone to take photographs of the documents in the strong box, as well as the labels on the prescription bottles. That way I would have all the necessary information available to me.
I am first and foremost a mom. It is my number one job to take care of and protect my family. Faced with this type of situation, I would choose practicality over sentimentality.
For this week, I am to imagine that the infrastructure of my country has collapsed, and that I, along with my family, can evacuate to another country. I have no control over where we are going and it is possible that we would never return home. We are allowed to take 3 personal items with us, along with a change of clothes.
1. My cell phone. Since I do not know where I am going, I do not know if I am going to be able to use it for calls, but I have contact info, photographs, and medical history stored in it. If we do have the ability to make calls, it would be vital to have my phone with me.
2. First aid kit with medications. Accidents happen, and it is best to be prepared.
3. Strong box. In it I have birth certificates, passports, marriage certificate--basically the proof that me and my family are who we say we are. These items may be needed in the future.
As you can tell by my list, material possessions aren't that important to me. I am more practical-minded. As long as I had my family with me, then I would have everything I needed.
I am supposed to imagine that, upon arrival, I can only keep one of the three possessions. Logically, I would stick the phone and first aid kit IN the strong box--then it's only one item! If that were not allowed, I would use my phone to take photographs of the documents in the strong box, as well as the labels on the prescription bottles. That way I would have all the necessary information available to me.
I am first and foremost a mom. It is my number one job to take care of and protect my family. Faced with this type of situation, I would choose practicality over sentimentality.
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