Observing Communication

   When creating an anti-bias environment in your classroom, it should not just be culturally consistent for children, but for all who walk into your classroom (Derman-Sparks, & Edwards, 2010). When designing the classroom it is a good idea to represent every child in the room. This means a teacher needs to be able to change their classroom accordingly throughout the year when children change.

   In the video segment "Welcome to an Anti-Bias Learning Community", Adriana Castillo has numerous ideas to an anti-bias classroom setting. She has pictures of the children’s families that she has posted on the wall for all of the children to see. Another good idea Adriana has is “Sharing time”, which I too, plan to incorporate into my curriculum. This time could become an open forum for all of the children to share anything they want. I would encourage topics such as food, dress, language and family. Another thing I would like to do is have guest speakers from the children’s families and they could share many cultural stories of their own. I am in the process of writing short, children’s stories which will address all of the ism’s, culture, diversity and many other things children might have confusion with.

   I want to create a classroom environment that will give every child the sense of self worth. If we always keep in mind the four goals of anti-bias education which is to provide a safe, supportive learning community for all children (Derman-Sparks, & Edwards, 2010). We all must be willing to value and celebrate diversity in developing curriculum and classroom practices.

   In my virtual classroom I want there to be an open line of communication at all time. Good communication takes special skills in listening, kindness, respect, language, empathy and understanding the dynamics of all involved. Good communication skills are behavioral routines based on social understandings such as maintaining a relationship and being a team member (O'Hair, & Wiemann, 2012). When communicating we need to send messages, receive messages and break down any obstacles that rise during communication. The messages we send can be verbal, nonverbal, and make sure what you are saying is important enough for the receiver to listen. When receiving a message it’s a good idea to listen, with your ears and eyes, and pay attention to the speaker’s feelings and words. By using these communication skills for not only children, but all who enter the classroom, it will create an open environment where all can speak and communicate without reservation.

References

Derman-Sparks, L., & Edwards, J. O. (2012). Anti-bias education for young children and    ourselves. Washington, DC: NAEYC Books.

O'Hair, D., & Wiemann, M. (2012). Real communication: An introduction. New York:    Bedford/St. Martin's. Chapter 1, "Communication: Essential Human Behavior" (pp. 3-   27)

"Welcome to an Anti-Bias Learning Community" (approximate length: 24minutes)
   Adriana Castillo gives you a guided tour of her warm and caring family child care    home, which exemplifies an intentional approach to anti-bias learning and community    building. Offers insights on how to create a physical environment that cultivates an anti-   bias.