Similarities and Differences in Communicating

Similarities and Differences in Communicating

According to the evaluations of myself by me and others, I am an effective communicator. I communicate in a candid and straightforward manner with respect for others. One of my strengths is my use of sincerity and effective communication with staff and family. I have the ability to connect with someone. I am a competent communicator. Competent communication, by contrast, is more concerned with process, which measures the success of communication by considering the methods by which an outcome is accomplished (O’Hair & Wiemann, 2012 p.14).

One thing that surprised me the most from this evaluation is that because of different personalities, cultural differences or past experiences, what one person intends to communicate may be differently perceived by another. This week I learned that when we listen effectively we gain information that is valuable to understanding the problem as the other person sees it. We gain a greater understanding of the other person’s perception. Communication helps us to understand a person or situation, resolves differences, build trust, and problem solve. Communication is only successful when both the sender and receivers understand the same information. Communication is a two-way street. We must listen and look for feedback and clues of comprehension.

 

Reference

O’Hair, D., & Wiemann, M. (2012). Real communication: An introduction. New York:       

       Bedford/St. Martin’s.

 

Communicating with Other Cultures

Communicating with Other Cultures

Communication skills are extremely important, because communication, whether verbal or nonverbal flow throughout every area of life. Intercultural communication competence is the ability to adapt your behavior toward another in ways that are appropriate to the other person’s culture (Beebe, Beebe & Redmond, 2011). The process of listening and responding to people from different cultural backgrounds can be challenging.

        Based on what I have learned this week about communication, three strategies I would like to share that could be used to help us communicate more effectively with people of other cultures, first is to respect other culture. It is important not to assume that everyone is just the same. Secondly, understand everyone thinks differently, and act differently. It is imperative to learn more about other cultures. Learning about other cultures will help to identify cultural biases. Lastly, use suitable and effective nonverbal cues. Based on knowledge about other people cultures and characteristics we can choose suitable nonverbal cues that can help us communicate effectively with people from other cultures. This includes gestures, and smiles. 

 

 

 

Reference

Beebe, S.A., Beebe, S.J., & Redmond, M. V. (2011). Interpersonal communication:Relating to others         (6^th ed.). Boston, MA: Allyn & Bacon.

Interpreting Communication

Interpreting Communication

            The television episode that I chose to watch with the sound turned off that I don’t normally watch was “The Middle.” The show airs on ABC on Wednesday nights. The characters’ relationships appear to be based on family situations. The characters appear to be frustrated with each other at times during the show based on their facial expressions, gestures, body language and eye contact. Their nonverbal cues appeared to communicate their thoughts.

After I turned the sound on I observed the characters in the episode being frustrated with their life situations and their environment. They argued with each and made demeaning comments toward each other after issues in their life. I was surprised that I received this message through their nonverbal cues while watching with the sound turned off.  

            I learned from this experience that knowing how to communicate with people is very important. The capacity to communicate is the ability and desire to connect with others by exchanging ideas and feelings, both verbally and nonverbally (O’Hair & Wiemann, 2012). An “aha” moment that I believe would be helpful to my colleagues is realizing that effective listening involves thoughtful and intelligent active interactions with patients.

Reference

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

      Martin’s.

Competent Communication

Competent Communication

Someone who demonstrates competent communication within a particular context is the Mississippi State Specialist (STG international) for Head Start/Early Head Start Programs, Mrs. Amos. Competent communication is communication that is effective and appropriate for a given situation, in which the communicators continually evaluate and reassess their own communication process (O’Hair & Wiemann, 2012).

Mrs. Amos possesses the ability to send messages through her training that promotes attainment of goals while maintaining social acceptability. She has the ability to communicate effectively. Competence entails caring about the other person and the relationships, and making sure that the outcomes of communication are as satisfying as possible to all involved. The State Specialist understands another’s perspective. During training for staff she attempts to align herself with each other’s goals and methods to produce a smooth, productive, and often enjoyable dialogue.

I would want to model my own communication behaviors after this person because as an Early Childhood Manager for a Head Start/Early Head Start program I want to be effective in communicating with teachers, staff and parents to achieve their goals. Schools and homes are committed to the nurturing, development, and education of children.

Reference

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

       Martin’s.

Professional Hopes and Goals

Professional Hopes and Goals

Diversity is about how we differ. Diversity is about one another’s uniqueness~ Ola Joseph

One hope that I have when I think about working with children and families who come from diverse backgrounds is that children and families are respected for their diversity. Each child and family should feel comfortable and good about whom they are as a person.  Diversity and multicultural education must occur all the time in early childhood programs. A high quality early childhood programs plays a critical role in supporting children and families. As a professional in early childhood it is important to study the nature of our social identities and their link with diversity because our various identities are important aspects of ourselves that shape our attitudes, behaviors, worldviews and experiences.

My goal I would like to set for the early childhood field in relations to issues of diversity, equity, and social justice is to create an anti-bias learning community. If people create a society that doesn’t see difference and diversity as problems, but as valuable social growth, many causes of conflict disappear. Ensuring that every family feels welcome and comfortable creates a crucial foundation for mutually respectful relationships (Derman-Sparks & Edwards).

I would like to thank my colleagues for sharing their great insights in this course. Studying diversity has helped me learn about my own social identities and background. I wish everyone much success in their future classes and on this early childhood journey.

Reference

Derman-Sparks, L., & Edwards, J.O. (2010). Anti-bias education for young children and

    ourselves. Washington, DC: National Association for the Education of Young Children (NAEYC).

Welcoming Families From Around the World

Welcoming Families From Around the World

The name of the family’s country of origin is “Russia.”

When working with diverse families and communities, it is important to become knowledgeable of their traditions, worldviews, and strengths of the cultural groups while remaining open to the nature of their culture. Gay (2000) states that “cultural responsiveness is the ability to learn from and relate respectfully with people of your own culture as well as those from other cultures.”  Five ways I will prepare to be culturally responsive towards this family is by stressing respect for diversity of all learners and their families and build a relationship with students and their families, create a safe, inclusive, caring and respectful learning environment by organizing the physical design of the classroom through cultural diversity, integrate culturally responsive teaching practices into all disciplines, and ensure that the curriculum promotes social justice and equity.

Today’s classrooms require teachers to educate students varying in culture, language, abilities, and many other characteristics. Gay, (2000) defines culturally responsive teaching as “using the cultural knowledge, prior experiences, frames of reference and performance styles of ethnically diverse students to make learning encounters more relevant and effective for them.” Culture responsiveness is about issues of knowledge, pedagogy, gender, race, religion, and family. It is important to learn about the lives and experiences of other groups in order to understand how different experiences have shaped attitudes and perspectives of various groups. Fostering children’s development of a positive cultural identity and their comfortable, respectful interaction with the cultures of others is the foundation of all anti-bias education (Derman-Sparks & Edwards, 2010). 

I hope that these preparations will benefit me and the family by bridging cultural differences through effective communication and help establish a learning environment that promotes success for all students.  

References

Derman-Sparks, L., & Edwards, J.O. (2010). Anti-bias education for young children and

ourselves. Washington, DC: National Association for the Education of Young Children (NAEYC).

Gay, G. (2000). Preparing for culturally responsive teaching. Journal of Teacher Education,

53(2), 106-116. Retrieved from http://nccrest.org/Briefs/Diversity-Brief.pdf