Gender Identity and Sexual Orientation

I believe that one should not make a point to include or exclude, but keep it natural, with regards to a particular genre of books. It is important to find a wide range of literature for children and when questions arise with relation to content, it is important to reply as unbiased as possible without discussing one's own values. Therefore, age appropriate literature is necessary regardless of different topics discussed in the books, otherwise it is classified as censorship; subjecting children to one's own values and imposing them on others. Books for children should include a wide range of genre, culture, and by authors from all over the world.

If a parent informs an educator about their concerns with a teacher who is perceive or self-reported as homosexual or transgendered, it is vital to put one's stand on what is valued and good care for children, which does not include sexuality but includes the qualities of being a caring educator, instilling good learning habits to children, etc. However, if they have an issue about sexual orientation of a teacher, they must discuss it with a school administrator because of legal repercussions. As a fellow educator, however, it is important to reassure the parent that the school hires the best educators regardless of sexual preferences and that teachers in the school do not impose their sexual orientation on children and that it remains private to the individual teacher as they do not flaunt their sexual preference. 

A teacher should be able to convey knowledge, teach skills, challenge and inspire children, which should be a standard for all teachers regardless of sexual preference. Unfortunately, teachers who may be homosexual, lesbian, bisexual, or transgendered are "often judged by different standards than those that apply to other teachers" (DeMitchell, Eckes, & Fossey, 2010).

Resources

DeMitchell, T., Eckes, S., & Fossey, R. (2010). Sexual orientation and the public school teacher. Boston University, 19(65). Retrieved from http://www.bu.edu/law/central/jd/organizations/journals/pilj/vol19no1/documents/19-1DeMitchellEckesandFosseyArticle.pdf

Team Development

The five stages of team development include forming, storming, norming, performing, and adjourning. The adjourning stage, in particular, involves terminating task behaviours and disengaging from relationships (5 stages of group development, n.d.). Group work that involves the most difficult adjournment include those of a personal nature where trust has been well established. I think that groups where a certain culture, mannerisms, and way of working together effectively and personably create greater apprehension in the termination of that group because it involves separating oneself from others who have become trustworthy and loyal individuals and includes giving up control and giving up inclusion in the group.  Those who find termination of groups the most difficult are those who appreciate routine or who have developed close working relationships with other members, especially if their future seems uncertain (Forming, storming, norming, and performing: Understanding the stage of team formation, n.d.). 

Having left personal relationships behind, moving to different countries, as well as experienced different group work in my educational as well as work life, I have been able to adjourn several group relationships. Because I separate myself, to a certain degree, from work relationships I leave these by saying farewells in a professional and courteous manner whilst providing others with the assurance that, if needed, I am contactable for future work related relations. On a personal level, ending group relationships with, for example, friends usually involve a large gathering and an open-ended farewell. This, however, can at times provide false hope for re-estbalished relationships that in the short term is beneficial but in the long term provides greater internal disharmony. Therefore, providing several points of contact but with a realistic mindset and a short termination process helps facilitate a simpler transition. 

Adjourning from the group of colleagues I have formed whilst working on my master's degree will be a bittersweet process as I complete my course but understand that I bid farewell to several individuals that have helped me gain insight to what I have studied. It is important to celebrate out success and to positively wish each other the best of luck in one another's future endeavours (Abudi, 2010). Saying goodbye is an essential part of teamwork as it closes and summarizes the accomplishments made together and finalizes the success of one's goals without hesitation that a part of the group has been left unfinished. 

Resources

Abudi, G. (2010). The five stages of team development: A case study. Project Smart. Retrieved from http://www.projectsmart.co.uk/the-five-stages-of-team-development-a-case-study.php

Forming, storming, norming, and performing: Understanding the stage of team formation. (n.d.). Mind Tools. Retrieved from http://www.mindtools.com/pages/article/newLDR_86.htm

5 stages of group development. (n.d.). Florida State University. Retrieved from http://med.fsu.edu/uploads/files/FacultyDevelopment_GroupDevelopment.pdf

Conflict Resolution

Working in a close-knit environment with few employees, tensions can arise and personalities are bound to clash. Each classroom has a ratio of 6 students to 1 teacher. My particular classroom has 4 teachers; 2 lead teachers and 2 assistant teachers. My colleague; the other lead teacher, let's call her Anna, has had some disagreements with other colleagues in the school. As I work closely with her, I often hear her perspective but am not privy to the other parties' perspectives. Therefore, I give Anna tentative and generalized advice based on her emotions and opinions when asked for my input. I am wary of the situation and do not want to create more animosity between the two parties if she reacts to certain ideas. When I am approached in such situations, I listen intently and let her articulate her emotions as well as explain the situation from her perspective. I have found it helpful to, first off, acknowledge her emotions and concerns so as not to dismiss them. Next, I help Anna brainstorm  potential ideas for conflict resolution (Approach problem-solving with flexibility, n.d.) in order to facilitate dialogue between her and the other parties involved to help them maintain a growing relationship. Being a third party mediator, I do not wish to confront other parties in an aggressive manner as I have not been privy to the other parties' views and, therefore, encourage Anna to approach the others in a neutral, non-threatening environment to initiate dialogue (Wolff & Nagy, 2013). Once this has occurred, I help mediate if tensions arise and if messages are being understood differently because of clouded emotions in order to reach a conclusion and compromise, which needs to be done without violent communication or hostile gestures (Foundations of NVC, n.d.). 

My colleagues have shared with me certain tools that they use in order to be more effective in communication. They have stated that when speaking with colleagues, they establish a personal rapport initially and, before starting a discussion, they make personal remarks to warm up. They also mention that when resolving conflicts between them and parents, they have been able to consider their perspectives first, act upon ideas that they want and provide feedback of how it went and what can be done in school and at home, which provides parents with comfort that their opinions have been considered and a solution may be possible. 

Resources:

Approach problem-solving with flexibility. (n.d.). Office of Human Resource Development. Retrieved from http://www.ohrd.wisc.edu/onlinetraining/resolution/step6.htm

Foundations of NVC. (n.d.). The Center for Nonviolent Communication. Retrieved from http://www.cnvc.org/learn/nvc-foundations

Wolff, R., & Nagy, J. (2013). Training for conflict resolution. Community Tool Box. Retrieved from http://ctb.ku.edu/en/table-of-contents/implement/provide-information-enhance-skills/conflict-resolution/main

My Communicator Profile

Evaluating my abilities as a communicator gives me that ability to improve and reflect on my own skill set. It encourages me to work on areas of communication where I am uncomfortable, such as in front of larger audiences, which will enable my communication strengths to establish long term relationships capable of producing effective early childhood programs as well as facilitate dialogue within the classroom and with families that evaluate other's needs. I consider myself an empathetic person, who is perhaps too trusting at times, and can establish my own opinions without an argumentative approach and be a mediator in many situations. This was re-enforced by my stepfather and colleague taking the same test, resulting in the same results as my own. It comforts me to know that I am seen as a reasonable, understanding, and trustworthy individual. However, I also considered myself as having high levels of discomfort when speaking to newly met people, being in front of a large audience, or speaking out in small groups. The individuals that took the same test to describe me, resulted in the description of me seeming confident and comfortable in all communication circumstances. This was a pleasing surprise as I feel positively towards the fact that my discomfort and uncertainty in situations is well concealed where I give an aura of calm that masks my true emotions. 

A large part of our communication is delivered by non-verbal means, which means that conveying a message that may conflict with another person's perspective can be easier to accept and be acknowledge by the other party if using positive and re-enforcing body language. It is important to combine what one says with what one does to convey the message effectively (Verbal and non verbal communication by percentage, n.d.). By understanding this concept and executing it in our daily lives, we would be able to work with colleagues to create early childhood programs that take into consideration many needs and can also establish relationships with individuals in our personal life that provide long term benefits as opposed to mere acquaintances. 

Being able to become an empathetic communicator, one needs to have a somatic awareness of oneself and others by understanding certain wants and needs (Green, 2014). With a greater understanding and appreciation for other's needs and being able to set aside one's own perceptions, relationships with children, colleagues, families, and all individuals will flourish as dialogue could exist with the removal of anger, resentment, and dismissal. 

Resources:
Green, J. (2014). Mediation skills: Non-violent communication and Aikido. Mediate. Retrieved from http://www.mediate.com/articles/GreenJ4.cfm

Verbal and non verbal communication by percentage. (n.d.). Study Body Language. Retrieved from http://www.study-body-language.com/Verbal-and-non-verbal-communication.html#sthash.8XH8gJGr.dpbs

Communication in the Community

Non-verbal communication is important when communicating with people from different cultures. It is vital to consider customs related to gestures, physical contact, and other aspects of body language (Cultural differences in non-verbal communication, n.d.). In order to begin communicating with all individuals from various backgrounds, we must first be aware of our own culture as well as initiate and build relationships with other people (Building relationships with people from different cultures, n.d.). 

When I communicate with authority figures, I have a more reserved demeanour that involves limited physical contact, evasive eye contact, and short, polite conversation. Steady eye contact makes me, personally, feel uncomfortable. When speaking with Asian people, this does not offend them but speaking with Caucasian people, they can take offence and I feel required to force myself to keep eye contact with people when they are speaking. Similarly, because Asians tend to be part of a high-context culture, they leave much of a message unspecified with a heavier reliance on non-verbal cues and interpretations, therefore, giving greater emphasis on subtle communication and body language (Kinsey, 2011).

Strategies for communicating effectively with different people, such as those from high-context cultures or of people in authoritative positions, include initial research about people's history and cultures, developing a better understanding of effective body language skills, as well as examining common biases related to different cultures.

Resources
Building relationships with people from different cultures. (n.d.). Community Tool Box. Retrieved from http://ctb.ku.edu/en/table-of-contents/culture/cultural-competence/building-relationships/main

Cultural differences in non-verbal communication. (n.d.). Vermont Department of Health. Retrieved from http://healthvermont.gov/family/toolkit/tools%5CF-6%20Cultural%20Differences%20in%20Nonverbal%20Communic.pdf

Kinsey, C. (2011). Communication across cultures. American Management Association. Retrieved from https://www.asme.org/engineering-topics/articles/business-communication/communicating-across-cultures

Nonverbal Communication

I watched a Cantonese show on television called "The Gateau Affairs." The description said it contains romance and drama. Watching the show without listening to the sound would not be much of a problem because I do not understand the language although I would be able to take cues from their tones. I turned off the sound and subtitles. I initially had a problem figuring out the relationships as the workplace environment that it was set up to be did not facilitate for personal contact. However, as the episode progressed, I could distinguish that the young woman and the more mature bakery chef had a more loving relationship as he gave her roses, briefly held her hand, and looked at her in admiration; the sentiment which she returned through emotional glances. The context of why it was not a blossoming romance could not be determined without sound or subtitles and added further confusion when certain scenes had employee members getting into fights, thus showing strained relationships that I did not know the reason for. Exaggerated emotions, such as anger and excitement were easy to detect due to the physical appearances where facial expressions would show furrowed brows or tears (Krauss, Chen, & Chawla, n.d.).

Watching the same episode again, now with the sound and subtitles turned on, I could understand the sequence of events and the anticipation of emotions. I made the assumption that one particular character was a thug because of his appearance and mannerisms (fighting with others) but, knowing the context, he was standing up for another individual that had been offended and hurt. Therefore, the entire character's identity then changed. Following a show that I know well, established relationships would already be known to me and I would be able to anticipate emotions and certain events with established character identity from previous episodes.

Doing this particular exercise has taught me that we can make prejudiced assumptions based on appearances and actions that, by knowing an individual well, would differ from initial presumptions.

Resources
Krauss, R., Chen, Y., & Chawla, P. (n.d.). Nonverbal behavior and nonverbal communication: What do conversational hand gestures tell us? Advances in Experimental Social Psychology. Retrieved from http://dennismeredith.com/files/documents/Hand_gestures.pdf

Competent Communicator

My high school principal was good at giving speeches to the students and conveying important messages in order for everyone, with varying degrees of English, to understand and take something away from the meeting. She was a skilled orator that chose her words carefully but could also sufficiently and effectively answer questions provided on the spot. With several speeches from peers and teachers during my high school graduation, they now seem like a distant, blurry memory. However, my principal's speech still resonates with me as she summarized our experience at high school and helped us visualize our future endeavours. She mentioned that no matter what we choose to do in life and whom we will meet, the time spent at high school would help us coexist and ground us in a world swimming of personalities. Her effective communication was not only due to the powerful words she spoke but also stemmed from the conviction in which she spoke. Her presence was as powerful one-on-one as it was on a stage in front of an audience, making a lasting impact on her fellow coworkers, her students, and our parents. From her strengths, I hope to one day be as convincing and make great impact with my words but, most importantly, be able to eloquently answer questions that I get asked. This would allow me to articulate my ideas and opinions without creating disharmony or controversy with sensitive topic matters.