For the past 8 weeks, I have learned a great amount of knowledge from each of my colleagues. My colleagues have supported me with the sharing of their personal stories, thoughts, and beliefs in the many subjects that this course has covered. I have personally enjoyed the weekly discussions. It has been through the discussions that I have learned a great deal about the true educators that my colleagues are. It has only inspired me as an educator to be the best advocate and educator to the children that I teach. I have enjoyed the diversity of the class. My colleagues diversity has given me a clearer view of issues that otherwise I may not have been able to understand.
I believe that I have supported my colleagues in support of their thoughts and beliefs. I have tried not to disrespect any of their personal thoughts, but have encouraged them and supported them to continue in the works that they are a part of. I believe that I have supported my colleagues with my sharing my personal stories and knowledge that I have regarding early child development.
As this course near it's ending, I would like to encourage every one to continue in their studies. There is always something new to learn to better educate young children. There are so many students and future students who need educators such as you all are. What you ALL do in this field makes the difference in many children and families lives. Please stay in touch (cotaticrompton@aol.com). Best wishes!!
Wednesday, April 23, 2014
Saturday, April 12, 2014
Week 6 Blog "Adjourning"
As I think about when I resigned from my past job, a
smile comes across my face. I can say that I had some wonderful experiences with
many different women who are still very much a part of my life today.
Adjourning is the time when a group of individuals separate from one another by
choice and sometimes not by choice. In my case, it was my choice. I had just received
my BA and was offered a better position within a different agency. It was so
sad to leave so many close and dear friendships that were developed over the
time frame of 6 years.
Yes, I believe that high-performing groups are
definitely hardest to leave. These groups work well together and get the assignment
completed with oneness. That was surely the case with myself and my previous
co-workers. We each always helped and assisted one another in many different
work projects. Not only were we co-workers we formed a sisterhood with one another.
Our families spent time together as well.
The closing rituals that I had with my prior-co-workers
were a going away celebration while at work. We’d all come together and bring
different dishes of foods to share in celebration of our friendships. We would
even meet up on a Friday evening and have a ladies night out at a very nice restaurant.
We ladies love to celebrate with foods!! J
As I prepare to complete this Masters program, I
reflect on the many wonderful friendships that I have built with my professors
as well as my classmates. As I adjourn, I would like to stay in contact with
many of these ladies. Over the past 2 years, we all have shared many personal
stories and experiences with one another. Actually we have formed a sisterhood
amongst our different courses. I would love to exchange phone numbers and email
addresses to stay in touch with those whom I have had the opportunity to share
and collaborate with.
Adjourning is an important essential stage in
teamwork. It is through this stage that celebrations of one’s success are
shared and best wishes are rendered. When departing from a group, it is great
to stay in contact with members to keep abreast of future success and also to
network with one another in the near future.
Saturday, April 5, 2014
Week 5 Blog - Conflict Resolution
This week the subject has been on conflict resolution and non-violent communications. The weekly resources has shared many strategies to assist individuals with resolving conflicts and communicating in a more positive way.
For the past month I have been experience conflict with one of my 3 year old students named Karla. Karla is 3 years old and has had the hardest time adjusting to attending school. From the beginning of the school year Karla seemed to be a little different from the other students. She has never participated in small groups, she is not able to sit during story time, she has unpredictable outburst at any given time during her school day, and she also has screaming tantrums. During the beginning of the year when I first recognized that Karla was having a hard time adjusting to school, I spoke with both of her parents and asked if they had any concerns about Karla's behaviors. Both parents did not see a concern but felt that Karla was simply just spoiled. As the school year has progre3ssed, Karla's behavior has worsened. Karla walks away from the class when the class is walking to the restrooms, she throw her lunch if certain foods are placed onto her tray, Karla throws toys and turns over chairs when she is upset.
The past two weeks have been very difficult for me as the educator. Karla's behaviors are definitely disturbing the entire class. When she yells and screams, the other children plug their ears and are annoyed with Karla. I try to explain to the children that Karla is young but they do not understand. A few months ago I referred Karla to the school nurse for evaluation and the nurse recognized an immediate concern regarding Karla. The nurse contacted Karla's parents and notified them of her evaluation and Karla's parents refused services or a referral for outside assessments. I even spoke with Karla's mother about having Karla attend social skills groups to assist Karla with socializing in an appropriate way and mom denied the social skills group.
Last week Karla had another hard day. Once mom left the school, Karla screamed and yelled for at least 20 minutes. I tried to contact mom and dad but I was unable to reach them. Karla refused to leave the classroom for the restroom break which left me out of ratio while I took the children to the restroom, my aide stayed in the classroom with Karla. When mom arrived to pick up Karla I explained Karla's day in details and explained to mom that I needed more help with Karla. I shared with her that Karla needs one-on-one care and I did not have the staffing to provide one-on-one care for Karla. Mom seemed frustrated and asked if she should drop Karla from the program. I told mom that her and Karla's dad know more so than I if Karla is ready for school. Mom stated that she would speak with Dad first. Well....Karla did not show up to school for the past 2 days. Karla's parents have not contacted me either.
Two strategies that I believe would help me to resolve this conflict would be to cooperatively strategies ways to help Karla with her interactions while at school. I would again ask Karla's parents if they could assist Karla while at school at least one day per week to positively guide her interactions and behaviors while at school. Another strategy would be to ask the parents to reconsider having Karla participate in the social skills groups. In the past, the social skills groups have proven to help children of all ages and different developmental levels socialize in a more positive way.
My last strategy to use is to personally suggest that Karla may not be ready for such a large group at school. My classroom is structured and has 24 children between the ages of 3-5 enrolled. This type of class setting may be overwhelming for Karla which triggers her to scream, yell, throw her foods, and leave the class when walking outdoors. My ultimate goal for Karla is to receive the services and care that she needs. Whether it is social skills groups, one-on-one care, developmental assessments, or new placement, Karla needs special attention right away.
For the past month I have been experience conflict with one of my 3 year old students named Karla. Karla is 3 years old and has had the hardest time adjusting to attending school. From the beginning of the school year Karla seemed to be a little different from the other students. She has never participated in small groups, she is not able to sit during story time, she has unpredictable outburst at any given time during her school day, and she also has screaming tantrums. During the beginning of the year when I first recognized that Karla was having a hard time adjusting to school, I spoke with both of her parents and asked if they had any concerns about Karla's behaviors. Both parents did not see a concern but felt that Karla was simply just spoiled. As the school year has progre3ssed, Karla's behavior has worsened. Karla walks away from the class when the class is walking to the restrooms, she throw her lunch if certain foods are placed onto her tray, Karla throws toys and turns over chairs when she is upset.
The past two weeks have been very difficult for me as the educator. Karla's behaviors are definitely disturbing the entire class. When she yells and screams, the other children plug their ears and are annoyed with Karla. I try to explain to the children that Karla is young but they do not understand. A few months ago I referred Karla to the school nurse for evaluation and the nurse recognized an immediate concern regarding Karla. The nurse contacted Karla's parents and notified them of her evaluation and Karla's parents refused services or a referral for outside assessments. I even spoke with Karla's mother about having Karla attend social skills groups to assist Karla with socializing in an appropriate way and mom denied the social skills group.
Last week Karla had another hard day. Once mom left the school, Karla screamed and yelled for at least 20 minutes. I tried to contact mom and dad but I was unable to reach them. Karla refused to leave the classroom for the restroom break which left me out of ratio while I took the children to the restroom, my aide stayed in the classroom with Karla. When mom arrived to pick up Karla I explained Karla's day in details and explained to mom that I needed more help with Karla. I shared with her that Karla needs one-on-one care and I did not have the staffing to provide one-on-one care for Karla. Mom seemed frustrated and asked if she should drop Karla from the program. I told mom that her and Karla's dad know more so than I if Karla is ready for school. Mom stated that she would speak with Dad first. Well....Karla did not show up to school for the past 2 days. Karla's parents have not contacted me either.
Two strategies that I believe would help me to resolve this conflict would be to cooperatively strategies ways to help Karla with her interactions while at school. I would again ask Karla's parents if they could assist Karla while at school at least one day per week to positively guide her interactions and behaviors while at school. Another strategy would be to ask the parents to reconsider having Karla participate in the social skills groups. In the past, the social skills groups have proven to help children of all ages and different developmental levels socialize in a more positive way.
My last strategy to use is to personally suggest that Karla may not be ready for such a large group at school. My classroom is structured and has 24 children between the ages of 3-5 enrolled. This type of class setting may be overwhelming for Karla which triggers her to scream, yell, throw her foods, and leave the class when walking outdoors. My ultimate goal for Karla is to receive the services and care that she needs. Whether it is social skills groups, one-on-one care, developmental assessments, or new placement, Karla needs special attention right away.
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