Who am I as a communicator? (EDUC 6165)

The surveys for verbal aggression and listening styles had very few differences in my results and the results of the two people I asked to complete them. I scored as moderate in aggression and people-oriented in listening. These results show me that my attempts to be compassionate and avoid confrontation are visible to others and not just my own perceptions. What was interesting in the results was when I looked at the communication anxiety. These results were all over the place. My husband rated me at the very top of the elevated category. He doesn't often see me speak in large group situations but I talk to him a lot about my feelings. My own results also fell in the elevated category but on the bottom end. My colleague had me in the moderate category. What this tells me is that I hide my nervousness well enough that it is not noticeable.

What insights does this give me about communication? These results reinforce the importance of nonverbal communication. By showing confidence even when I'm nervous I can be a better communicator because my audience is more focussed on my message than my fear. Reading about verbal aggression also reinforces the idea that to persuade someone to my point of view I need to avoid personal attacks. Everyone is entitled to their own opinions. Sensible argument requires listening to both sides and presenting logical and well though out points to argue your own. Compromise and flexibility are keys to good communication.

References

 Rubin, R. B., Palmgreen, P., & Sypher, H. E. (Eds.) (2009). Communication research measures: A sourcebook. New York: Routledge.

Rubin, R. B., Rubin, A. M., Graham, E. E., Perse, E. M., & Seibold, D. R. (Eds.) (2009). Communication research measures II: A sourcebook. New York: Routledge.

How I communicate (EDUC 6165)

On a weekly basis I come in to contact with many different groups of people. I have different ways of communicating with each of them. With my family I'm informal, I joke and tease, I rant and I rave. With my colleagues I am more professional although we still have lots of laughs. With the parents of the children in my class I am more formal. I don't use as much slang and I try to use simple, clear language, especially the ones who don't speak English very well.

In the book "50 strategies for communicating and working with diverse families" Gonzalez-Mena (2010) advises teachers on how to improve communication with families from different cultures. In the chapter "Understanding and appreciating cultural differences" the author writes "When something about a family's practices really bothers you, try to look at what they are doing through their eyes instead of your own." (Gonzalez-Mena, 2010, p 37). This made me think about my knee jerk response to some family practices. I know that this reaction sometimes causes misunderstandings when I'm talking to parents.

In the chapter "Looking at nonverbal communication across cultures" Gonzalez-Mena (2010) discusses how gestures and movements can be interpreted differently by different cultures. The author advises us to "[r]ecognize your own patterns of nonverbal behavior." (Gonzalez-Mena, 2010, p 81). I know that I need to be more aware of the gestures and facial expressions that I use when I speak and listen. This is especially true when I'm speaking with the children in my class as they are looking at me as a role model for English communication.

The chapter in the book "Real communication: An introduction" (2012) I read about perceptual barriers, one of which is stereotyping. This is a third area for improvement. I need to think about the person I'm talking to as an individual and not as a collection of traits and traditions. I need to make sure I understand what a specific tradition might mean to one family rather than what it means to the whole culture.

Applying the Platinum Rule will help with all three of these areas of communication. By putting myself in the shoes of the other person I can try to see things from another perspective.

References

Gonzalez-Mena, J. (2010). 50 strategies for communicating and working with diverse families. Upper Saddle River, NJ: Pearson Education, Inc. 36-38 & 80-81.

O'Hair, D., & Wiemann, M. (2012). Real communication: An introduction. New York: Bedford/St. Martin's. 42-46.

Nonverbal communication (EDUC 6165)

This was a difficult assignment for me because I completely forgot that most English language shows here have subtitles. It's very difficult not to read the subtitles which  of course give more information than just the pictures do. So then I watched a Dutch language show with no subtitles. It was a cop show similar to many that I watch in English. However the pacing is different than American shows so it took some getting used to. With the sound off it was fairly easy to determine relationships between the characters in the scene. It was much harder to connect characters from different scenes to each other. There was more than one storyline and until I heard the dialogue I couldn't connect how they related to each other. My assumptions were correct for some relationships but I couldn't make the broader connections until the sound was back. If it was a show I knew well I'd know which characters fit where, who is a regular part of the show and how they interact with each other. Without verbal cues it was hard to follow the storyline that jumped from place to place and had new sets of characters in each setting. The dialogue adds layers of meaning to the body language observed. It's important to interpret both to have a complete understanding of the communication taking place. This is also true in conversations in the real world. You can not rely on only one form of communication.

Great communicator (EDUC 6165)

Someone that I feel is a very effective communicator is a radio host and author called Stuart McLean. He hosts a program on Canada's public radio station called The Vinyl Cafe about music and life. The show is often taken on the road as well. Although I've never seen him, on the radio I imagine the rapport he has with his live audience. He tells stories throughout the show and his cadence is compelling. You want to know what happens even when nothing much is happening. He is modest and gentle when he is speaking. You feel as if he is speaking directly to you. I aspire to have the same kind of rapport with the children in my class.

Professional Hopes and Goals (EDUC 6164)

One hope I have when I think about working with children and families from diverse backgrounds is that I can create an environment that values each child for who they are. I hope that I can show understanding and compassion as well as help the children to accept themselves and others. I hope I can teach children that differences are not bad things.

One goal that I have is to have more open discussion with colleagues and parents about issues of diversity and social justice. Discussion is vital in understanding and being open to other viewpoints is vital to constructive discussion.

I want to thank my colleagues in this class. Your posts and comments have made me think and re-evaluate ideas that I've had. Your support has allowed me to reflect and grow. 

Welcoming Families from Around the World (EDUC 6164)

The country that I chose for my new family is Brazil. I have had and currently have a family from there but still only have a basic idea about the country.

To prepare I would do the following things.

1. Learn to say hello, goodbye and thank you in Brazilian Portuguese.
2. Read about the different areas of Brazil and find out where my family is from.
3. Find out some of the cultural traditions that are practised in that area.
4. Read about family life and school life in Brazil.
5. Find other children in the school who speak that same language so that I can introduce them to each other.

By doing this research I hope to be able to welcome this family more fully into my class. I'm hoping to help make the transition easier because I have information about what differences they might face. I'm also hoping to make the family and especially the child in my class feel safe and comfortable. Knowing what school life was like in Brazil I can help ease the new child into new routines.

The Personal Side of Bias, Prejudice and Oppression (EDUC 6164)

      As I have mentioned before I live in the Netherlands but I am originally from Canada. When I first moved here, I needed to get my teaching credentials certified by the Dutch authorities. This was a pain to do and took some time. I had to get my degree stamped first by my university in Calgary to certify it's validity. They sent it to me in the Netherlands. I then had to send it back to Ottawa to get it stamped by the Dutch embassy in Canada. When this was done, my degree was certified and I was able to hold the position of teacher.

      I have a colleague who is from St. Maarten's which is part of the Dutch Antilles. She, unlike me, has held a Dutch passport since birth. Her education was in Dutch and followed a Dutch system. She also had to get her teaching degree certified by the Dutch authorities. Although her program was almost identical to mine, hers was denied. The only reason that I can see for this is that most people from the Dutch Antilles are black. The result of this denial is that she holds the position of teaching assistant even though she has the responsibilities of a teacher. She has her own class and is expected to take on the same tasks that I am. Because she has a teaching assistant position she is paid significantly less. She has almost as much experience as I do and yet she gets half the salary.

    This situation started about 7 years ago when the school district where we work started checking certifications. It has yet to be resolved. I still feel angry at the unfairness of it all. The only way she can rectify this situation is to redo her teacher training, something that is almost impossible while working a full time job. She is a single mother and can't take time off to go to school. She shouldn't have to either as she has already done all the training required. I also feel helpless to change the situation. She has accepted it but I can't seem to let go of my feelings of unfairness.

   In order to bring greater equity to this situation I think the process of certifying degrees should be changed. Rather than looking at the degree itself, they should look at the courses in the program. They should compare the actual program completed to the program that is offered here. They should also take into account the era that the degree was completed as requirements change. The location of the university should not be known to the committee that certifies the degrees.