ECS 325 - Final Reflection
This semester in ECS 325 we have expanded our ideas and thoughts within certain topics that could potentially happen in our future classrooms. To broaden these ideas, each week we have openly discussed particular chapters from the Anti Bias Education for Young Children and Ourselves textbook written by Louise Derman-Spark and Julie Olsen Edwards. Focusing on certain topics each week, we were able to learn, question and talk about certain biases in the classroom and how to eliminate these biases with our future students. Throughout the process of each week, for me personally I was able to reflect, learn and question some of these topics and how I would adapt to these topics/situations in my classroom. The topics that were discussed I believed are very important because as a future teacher we are going to find diversity in our classrooms, eliminating bias and creating an environment that allows all students to have a sense of belonging in the classroom. In relation to learning these chapters, personally I was able to make connections with myself, others and to other articles/books with the Anti Bias Education for Young Children and Ourselves textbook.
Chapter five we discussed the topic about learning about culture, language, and fairness in the classroom. This chapter talks about how we live ‘dominant culture’ and how people in society find it hard to adapt to the norms amongst society. In a classroom setting it talks about how some students have a hard time adapting to the classroom based on their own culture, beliefs or experience. With the diversity in a classroom all students come from different backgrounds outside of the classroom. In the textbook it states; “Children whose home reflect the dominant culture are most likely to find a high degree of home-to-school continuity, and thus to feel most “at home.” because the curriculum, materials, and teacher interaction in most early childhood programs reflect dominant culture norms” (Spark and Edwards 59). Students that are not based within the ‘dominant culture’ are faced with confusion amongst the classroom, with the difference between their home life and school can create difficulty for a student to learn. The curriculum is based upon the ‘dominant culture’ which creates bias in the classroom, making students struggle based upon what happens at home and what they are learning at home. In class we discussed the topic of immigration of families coming to canada, one of the questions mentioned in class was “How can we as educators prevent our own biases from marginalizing our students? What are some ways we do so?” This question was something that I was able to connect to, in the textbook it mentions that students all come from different ethnic backgrounds. In relation to this, in chapter 11 it talks about the diversity of celebrations and holidays. The approach of celebrating holidays and celebration can be varied within the classroom as the diversity can be different from one student to the other. Spark and Edwards (2012) express “Anti-bias holiday activities are also a tool for broadening children’s awareness of our diverse world, adding to their enjoyment of its cultural diversity , and teaching them about people who make important social contributions across a range of civic and religious traditions” (135). To be anti bias, in regarding traditions, beliefs and celebrations it is important as pre service teacher to remember when going into the classroom avoiding the ‘dominant culture’ and only certain holidays, it is important to remember that all students come from different backgrounds, so making all students feel safe, welcome and accepted in the classroom is really critical.
Reflecting after reading chapters 5 and 11, it personally made me realize the variety of diversity that I could potentially have in my future classroom. Growing up, I went to a catholic school from preK-12. Throughout my schooling experience and being raised catholic, I was never exposed to any other cultures, beliefs or celebration. Being in Education at the university it has made me learn that there is more than just being cathloic, there are many other types of celebration, religious values and cultures that individuals believe in. On that note, last year in my ELNG 200 class I was placed in a EAL classroom at Grant Road school. Throughout this experience I got to work with many wonderful students that immigrated to Canada. Most of these bilingual students at Grant Road school have immigrated from places all around the world, with a large number of students from Syria, Sudan and China. My job throughout this field work was to observe the students reading and language abilities. This experience made me realize many things about language and culture, but as I was reading the Anti Bias textbook it made me always connect back to this experience and my overall experience in ELNG 200. Going back to my experience at Grant Road school, during the time I was there I did not realize that Ramadon was going on. Going to a Catholic school, I had never experienced nor knew what Ramadon was. I quickly learned that it is a traditional/belief that Musilim people have that involves ‘fasting’. Quickly learning this, my cooperative teacher told me the importance of acknowledging and supporting the students that participate in Ramadon because it is sometimes hard for the students to be in class with their classmates that are not participating. While I was there my cooperative teacher invited the students that were fasting to come to the library during lunch and recess so they could take the time to rest. Throughout this new experience, it made me realize that this is just one out of many cultures that have beliefs like this. As a teacher it is important to know the background of your students. In class we talked about ways we can help prevent bias in the classroom, it was mentioned in class that doing lessons at the beginning of the year regarding the background of the students culture and beliefs. We also talked about in the class the importance of parent involvement in the classroom, building that relationship not only will help build connection with families, but will help having a better understanding about your students.
Another connection that I made while reading these chapters was the significance about language within the classroom. Going back to my ELNG 200 experience, I learned that most students that immigrate to Canada seek English as their second language. Having bilingual students in my future classroom is something that is inevitable and is important to understand that these types of students may have face challenges when learning in the classroom versus being at home. In ELNG 200 the textbook we used was called Exploring Language by Gary Goshgarian he states “There’s nothing that accelerates the acquisition of that kind of awareness like the realization that even the very words you use to label the things in your world...are not the same ones everyone uses” (Goshgarian 126). This quote stood out to me because all students come from different backgrounds, with many students that have immigrated to Canada it is important to know that many things that are a part of the ‘dominant culture’ is not always the same to everyone. With that being said, as a future teacher and taking ELNG 200 it is important to encourage students to continue their first language within the classroom and at home because putting aside their first language, beliefs and culture could possibly restrict the student to have a sense of belonging within the classroom.
Linking chapters 6, 7 and 10 together I realized they all these chapters connect with each other. In chapter 6 it talks about racial identity and fairness and how to address this in the classroom. At the beginning of this chapter it states “From our birth, we receive a racial identity based on the racial identities of our biological parents and on how the society in which we live defines racial groupings” (78). From this, as children are growing up they are influenced by racial identities and the assumption based on that stereotype. As a teacher this is important to address in the classroom; in the textbook it mentions some way to incorporate in the classroom. Personally I liked the example on page 84 in the textbook of “exploring skin color, hair and eyes.” I believe this one is important because exploring identities in the classroom will help with students getting to know their classmates better, but to understand being different is ok. In chapter 7 it talks about gender identity and fairness. Within the chapter, it explains the diversity that can happen in a classroom about gender. The Anti Bias textbook mentions that students at a young age are still unsure about gender and sexuality. Supporting students in learning more about this topic is so important because figuring about your own identity can be confusing. Being able to avoid using stereotypes of giving certain gender certain roles be free in allowing students to explore their identity. Connecting with chapter 10 it talks about different abilities in the classroom and how to create fairness in the classroom. This chapter talks about the alternative approach in addressing disabilities in the classroom, in the textbook it talks about how this topic should be addressed in the classroom because some students are unaware about this topic.
Connecting with these chapters, it made me realize that these topics about racial identities, gender and disabilities is something important to normalize within the classroom. This semester, I am taking a class called EFDN 306 which is a class about sexuality and identities in the classroom. Being in the class we have talked about a variety of inclusive topics about identities, sexualities and disabilities amongst the classroom. Sexualities is an important aspect influencing in the classroom, supporting the LGBTQ+ community shows the importance of acceptance and the diversity of sexulaities that society consists of. As a future educator being knowledgeable about these topics. Although in ECE as well as my EFDN class we have discussed how it could be controversial in addressing sexuality in the classroom, due to parents potentially not seeing the importance of it. However, as teachers it is important to have an understanding about this, having the little things in the classroom, whether it is a poster or books in the shelf that regards the topic of LGBTQ+ community having the small things can create a big impact to students and their curiosity.
Another connection that I made was during the circle talk regarding chapter 10. During this presentation we talked about disabilities and during our schooling did we ever experience someone with a disabilities. Looking back at my high school I was influenced by the FIAP program. Being around these amazing students for four years made me develop an appreciation towards these people. Talking with other people at my table, we discussed the difference of our experience with people with disabilities. Sharing our thoughts I was surprised how many people have not experience working with individuals with disabilities. Going back to my EFDN class we also discussed the topic about disabilities and an alternative approach ‘labeling’ people with disabilities. As a class we discussed that the word ‘disabilities’ is such a strong word. Linking it back to the Anti Bias textbook it talks about in the classroom instead of discussing the topic of disabilities, discussing different types of abilities. In this case, this would not label or single out a student if they have a disability it would include all students reflecting about themselves in a different approach.
In the Anti Bias textbook, chapters 8 and 9 share some similarities. Chapter 8 discusses economic class and fairness. Within this chapter it talks about the variety of economic status that families have in society. In a school setting students are influenced by their economic status and sometimes are not connected with school activities. This chapter talks about how students see themselves on a hierarchy scale and how some students compare themselves to being lesser or higher on this scale. To avoid this from happening, the textbook has come up with methods in helping to prevent this bias. In the text it states; “It is important, in a mixed economic class group, to be alert for signs that children from low-income families feel “lesser” than children from higher-income families because they cannot compete with quantity of toys, clothes, or lavish birthday parties” (104). In connection with chapter 9, it addresses family structure and fairness. In this chapter it mentions the diversity of family structures that happens within society. Overall reading this chapter it has made it clear that all students come from different families and can consist of a variety of their family structure. As a future teacher I believe it is important to understand the families structure of students and their home life outside of the classroom. Building relationships with students and parents is so important within a classroom.
Reading these chapters I was able to reflect back to my own personal experience. Growing up in elementary school, I went to a community school. Being at a community school made me realize and appreciate the fundamentals of being kind to all. Seeing the diversity of my classmates made me realize that we all live in different living situations. For example in elementary school, there were times in class that students would not be able to participate in activities because their families could not afford that. Linking this to chapter 8 and economic status, many students vary in the income that their parent(s) make and sometimes they can not help support their children with extra money. From my childhood experiences to today has made me come to a conclusion that as a future teacher being able to support and provide for all students no matter what is so important in the classroom.
Another connection that I was able to make was during chapter 8, it was my group's turn to present our chapter. Taking on this chapter, I was excited to be able to talk about it in class because of my elementary school experience. While getting with my group and planning how we were going to engage with the class, we decided to do class scenarios. While coming up with the scenarios we wanted to create real life situations that could potentially happen in the classroom. With that being said, after coming up with them and presenting to class I found it interesting that most of the groups came up with a variety of ways in handling the situations. As future teachers I feel that we are going to be faced with a variety of bias amongst the classroom, talking about these topics in the class has made me realize that there is always a solution in handling situations in the classroom.
Work Cited
Sparks, Louise, and Julie Edwards. ANTI-BIAS EDUCATION FOR YOUNG CHILDREN AND OURSELVES. NATIONAL ASSOCIATION FOR, 2010.
Goshgarian, Gary. Exploring Language. Pearson / Longman, 2007.
Chapter five we discussed the topic about learning about culture, language, and fairness in the classroom. This chapter talks about how we live ‘dominant culture’ and how people in society find it hard to adapt to the norms amongst society. In a classroom setting it talks about how some students have a hard time adapting to the classroom based on their own culture, beliefs or experience. With the diversity in a classroom all students come from different backgrounds outside of the classroom. In the textbook it states; “Children whose home reflect the dominant culture are most likely to find a high degree of home-to-school continuity, and thus to feel most “at home.” because the curriculum, materials, and teacher interaction in most early childhood programs reflect dominant culture norms” (Spark and Edwards 59). Students that are not based within the ‘dominant culture’ are faced with confusion amongst the classroom, with the difference between their home life and school can create difficulty for a student to learn. The curriculum is based upon the ‘dominant culture’ which creates bias in the classroom, making students struggle based upon what happens at home and what they are learning at home. In class we discussed the topic of immigration of families coming to canada, one of the questions mentioned in class was “How can we as educators prevent our own biases from marginalizing our students? What are some ways we do so?” This question was something that I was able to connect to, in the textbook it mentions that students all come from different ethnic backgrounds. In relation to this, in chapter 11 it talks about the diversity of celebrations and holidays. The approach of celebrating holidays and celebration can be varied within the classroom as the diversity can be different from one student to the other. Spark and Edwards (2012) express “Anti-bias holiday activities are also a tool for broadening children’s awareness of our diverse world, adding to their enjoyment of its cultural diversity , and teaching them about people who make important social contributions across a range of civic and religious traditions” (135). To be anti bias, in regarding traditions, beliefs and celebrations it is important as pre service teacher to remember when going into the classroom avoiding the ‘dominant culture’ and only certain holidays, it is important to remember that all students come from different backgrounds, so making all students feel safe, welcome and accepted in the classroom is really critical.
Reflecting after reading chapters 5 and 11, it personally made me realize the variety of diversity that I could potentially have in my future classroom. Growing up, I went to a catholic school from preK-12. Throughout my schooling experience and being raised catholic, I was never exposed to any other cultures, beliefs or celebration. Being in Education at the university it has made me learn that there is more than just being cathloic, there are many other types of celebration, religious values and cultures that individuals believe in. On that note, last year in my ELNG 200 class I was placed in a EAL classroom at Grant Road school. Throughout this experience I got to work with many wonderful students that immigrated to Canada. Most of these bilingual students at Grant Road school have immigrated from places all around the world, with a large number of students from Syria, Sudan and China. My job throughout this field work was to observe the students reading and language abilities. This experience made me realize many things about language and culture, but as I was reading the Anti Bias textbook it made me always connect back to this experience and my overall experience in ELNG 200. Going back to my experience at Grant Road school, during the time I was there I did not realize that Ramadon was going on. Going to a Catholic school, I had never experienced nor knew what Ramadon was. I quickly learned that it is a traditional/belief that Musilim people have that involves ‘fasting’. Quickly learning this, my cooperative teacher told me the importance of acknowledging and supporting the students that participate in Ramadon because it is sometimes hard for the students to be in class with their classmates that are not participating. While I was there my cooperative teacher invited the students that were fasting to come to the library during lunch and recess so they could take the time to rest. Throughout this new experience, it made me realize that this is just one out of many cultures that have beliefs like this. As a teacher it is important to know the background of your students. In class we talked about ways we can help prevent bias in the classroom, it was mentioned in class that doing lessons at the beginning of the year regarding the background of the students culture and beliefs. We also talked about in the class the importance of parent involvement in the classroom, building that relationship not only will help build connection with families, but will help having a better understanding about your students.
Another connection that I made while reading these chapters was the significance about language within the classroom. Going back to my ELNG 200 experience, I learned that most students that immigrate to Canada seek English as their second language. Having bilingual students in my future classroom is something that is inevitable and is important to understand that these types of students may have face challenges when learning in the classroom versus being at home. In ELNG 200 the textbook we used was called Exploring Language by Gary Goshgarian he states “There’s nothing that accelerates the acquisition of that kind of awareness like the realization that even the very words you use to label the things in your world...are not the same ones everyone uses” (Goshgarian 126). This quote stood out to me because all students come from different backgrounds, with many students that have immigrated to Canada it is important to know that many things that are a part of the ‘dominant culture’ is not always the same to everyone. With that being said, as a future teacher and taking ELNG 200 it is important to encourage students to continue their first language within the classroom and at home because putting aside their first language, beliefs and culture could possibly restrict the student to have a sense of belonging within the classroom.
Linking chapters 6, 7 and 10 together I realized they all these chapters connect with each other. In chapter 6 it talks about racial identity and fairness and how to address this in the classroom. At the beginning of this chapter it states “From our birth, we receive a racial identity based on the racial identities of our biological parents and on how the society in which we live defines racial groupings” (78). From this, as children are growing up they are influenced by racial identities and the assumption based on that stereotype. As a teacher this is important to address in the classroom; in the textbook it mentions some way to incorporate in the classroom. Personally I liked the example on page 84 in the textbook of “exploring skin color, hair and eyes.” I believe this one is important because exploring identities in the classroom will help with students getting to know their classmates better, but to understand being different is ok. In chapter 7 it talks about gender identity and fairness. Within the chapter, it explains the diversity that can happen in a classroom about gender. The Anti Bias textbook mentions that students at a young age are still unsure about gender and sexuality. Supporting students in learning more about this topic is so important because figuring about your own identity can be confusing. Being able to avoid using stereotypes of giving certain gender certain roles be free in allowing students to explore their identity. Connecting with chapter 10 it talks about different abilities in the classroom and how to create fairness in the classroom. This chapter talks about the alternative approach in addressing disabilities in the classroom, in the textbook it talks about how this topic should be addressed in the classroom because some students are unaware about this topic.
Connecting with these chapters, it made me realize that these topics about racial identities, gender and disabilities is something important to normalize within the classroom. This semester, I am taking a class called EFDN 306 which is a class about sexuality and identities in the classroom. Being in the class we have talked about a variety of inclusive topics about identities, sexualities and disabilities amongst the classroom. Sexualities is an important aspect influencing in the classroom, supporting the LGBTQ+ community shows the importance of acceptance and the diversity of sexulaities that society consists of. As a future educator being knowledgeable about these topics. Although in ECE as well as my EFDN class we have discussed how it could be controversial in addressing sexuality in the classroom, due to parents potentially not seeing the importance of it. However, as teachers it is important to have an understanding about this, having the little things in the classroom, whether it is a poster or books in the shelf that regards the topic of LGBTQ+ community having the small things can create a big impact to students and their curiosity.
Another connection that I made was during the circle talk regarding chapter 10. During this presentation we talked about disabilities and during our schooling did we ever experience someone with a disabilities. Looking back at my high school I was influenced by the FIAP program. Being around these amazing students for four years made me develop an appreciation towards these people. Talking with other people at my table, we discussed the difference of our experience with people with disabilities. Sharing our thoughts I was surprised how many people have not experience working with individuals with disabilities. Going back to my EFDN class we also discussed the topic about disabilities and an alternative approach ‘labeling’ people with disabilities. As a class we discussed that the word ‘disabilities’ is such a strong word. Linking it back to the Anti Bias textbook it talks about in the classroom instead of discussing the topic of disabilities, discussing different types of abilities. In this case, this would not label or single out a student if they have a disability it would include all students reflecting about themselves in a different approach.
In the Anti Bias textbook, chapters 8 and 9 share some similarities. Chapter 8 discusses economic class and fairness. Within this chapter it talks about the variety of economic status that families have in society. In a school setting students are influenced by their economic status and sometimes are not connected with school activities. This chapter talks about how students see themselves on a hierarchy scale and how some students compare themselves to being lesser or higher on this scale. To avoid this from happening, the textbook has come up with methods in helping to prevent this bias. In the text it states; “It is important, in a mixed economic class group, to be alert for signs that children from low-income families feel “lesser” than children from higher-income families because they cannot compete with quantity of toys, clothes, or lavish birthday parties” (104). In connection with chapter 9, it addresses family structure and fairness. In this chapter it mentions the diversity of family structures that happens within society. Overall reading this chapter it has made it clear that all students come from different families and can consist of a variety of their family structure. As a future teacher I believe it is important to understand the families structure of students and their home life outside of the classroom. Building relationships with students and parents is so important within a classroom.
Reading these chapters I was able to reflect back to my own personal experience. Growing up in elementary school, I went to a community school. Being at a community school made me realize and appreciate the fundamentals of being kind to all. Seeing the diversity of my classmates made me realize that we all live in different living situations. For example in elementary school, there were times in class that students would not be able to participate in activities because their families could not afford that. Linking this to chapter 8 and economic status, many students vary in the income that their parent(s) make and sometimes they can not help support their children with extra money. From my childhood experiences to today has made me come to a conclusion that as a future teacher being able to support and provide for all students no matter what is so important in the classroom.
Another connection that I was able to make was during chapter 8, it was my group's turn to present our chapter. Taking on this chapter, I was excited to be able to talk about it in class because of my elementary school experience. While getting with my group and planning how we were going to engage with the class, we decided to do class scenarios. While coming up with the scenarios we wanted to create real life situations that could potentially happen in the classroom. With that being said, after coming up with them and presenting to class I found it interesting that most of the groups came up with a variety of ways in handling the situations. As future teachers I feel that we are going to be faced with a variety of bias amongst the classroom, talking about these topics in the class has made me realize that there is always a solution in handling situations in the classroom.
Work Cited
Sparks, Louise, and Julie Edwards. ANTI-BIAS EDUCATION FOR YOUNG CHILDREN AND OURSELVES. NATIONAL ASSOCIATION FOR, 2010.
Goshgarian, Gary. Exploring Language. Pearson / Longman, 2007.