Time Well Spent

I cannot believe we have come to the end of our journey with Walden University. For me it is a little surreal. I remember a little over two years ago beginning this journey and thinking I was getting way in over my head, because at that point I had only been in the field of early care and education  for three years and was nearly clueless. I know that I have grown so much both personally and professionally and it is because of Walden Instructors and my colleagues. I am so grateful for everyone who has given me words of encouragement and their willingness to share their knowledge and experiences.

Some of the things I have learned while on this journey are:

Relationships are so important. We must build relationships with colleagues, children, families, other professionals etc. Building a community of practice will help us share our passion and find ways to improve the lives of young children. I was so fortunate to have met someone who I greatly admire (Dr. Pam Schiller) while working on my capstone. Two years ago I know I would not have had the courage to engage in a conversation with her.

I have also learned that my early childhood experiences have shaped who I am today and though I understand that I had no control over my upbringing and I also know that I am not worthless it is very difficult to push those feelings and emotions aside and believe that I am someone who can make a difference. But, I know I can and as I have worked through these courses I have gotten better at controlling my emotions and feeling a sense of worth. I have also developed a very strong passion to teach others about social-emotional development and how it impacts a child for the rest of his or her life. I am a perfect example!

During my time at Walden I have learned the importance of researching the plethora of resources available. Before taking courses with Walden I used only a few resources such as NAEYC and Childcare Exchange, but now I know of so many more and have utilized them time and time again; and I know I will continue to use them as I fully intend to continue learning. My education does not end with the completion of my Master’s Degree. Will I go on to pursue a Doctorate? Probably not, my children are young, I own a business and I am involved in many volunteer projects that I just do not think my sanity could take on a doctorate. But, I fully intend to stay up-to-date on best practices and issues and trends in early childhood.

My goals are first and foremost to continue learning. I know I have so much more to learn.  I would also like to teach at a community college someday, as well as become a trainer for early childhood professionals. I have been in contact with Dr. Ed Dunkelblau with the Institute for Emotional Learning and will be enrolling in his online classes soon to learn more about training others in social emotional learning. I am working toward accreditation at my current center and plan to open another within the next 5-10 years.

 

Again, I want to thank all my colleagues and instructors because without you I probably would not have made it through this program. I wish each and every one of you great success in everything you do. It is with mixed emotions that I say good-bye; and I hope we can stay in touch and continue to collaborate over the years. My personal e-mail is cdudleytx@yahoo.com. I hope to hear from you and if there is ever anything I can do to help please do not hesitate to contact me.

“The most important period of life is not the age of university studies, but the first one, the period from birth to the age of six.”

- Maria Montessori

 

Early childhood education is an urgent educational, economic and moral imperative. Without it, we face a long-term national economic security crisis.

-J.B. Pritzker

 

How one handles success or failure is determined by their early childhood.

-Harold Ramis

 

 

Jobs/Roles In ECE Community: Internationally

As I began researching early childhood international organizations I realized there are so many organizations, groups, and individuals who work diligently to improve the lives of young children, yet we are still struggling to get the world to understand the importance early care and education.  It is a little disturbing to me that more people know about how Miley Cyrus behaved at a concert than they do about how important the first five years are to young children. All the research and data is out there, now how do we reach every home around the world?

The organizations I chose did not have job listings, with the exception of UNICEF, however, I felt they would be organizations for which I could see myself working.

The Association for Childhood Education International (ACEI) is an organization dedicated to promoting the optimal education and development of children in a changing world through various programs and projects that align with ACEI's mission. ACEI is committed to supporting and advocating for access to education, equity in educational settings, quality educational content, and the child's right to education. ACEI recognizes the significance of promoting international and intercultural understanding through dialogue and mutual respect. Over the years, ACEI members have acted as social change agents, involving themselves in various critical societal issues in their efforts to ensure that children around the world are protected, supported, and educated in ways that allow them to reach their full potential.

I found it interesting that ACEI began as a Kindergarten Union (IKU) in 1892, by educators concerned with the professional preparation of kindergarten teachers. In 1931, it evolved when the National Council of Primary Education joined with the IKU to form the Association for Childhood Education (ACE). Finally, realizing the critical importance of advancing childhood education throughout the world, ACE added "International" to its name in 1946, becoming the Association for Childhood Education International (ACEI). Today, ACEI has members in many nations, country liaisons, and network groups.

They have a program I really liked call Love Me, Teach Me. The purpose of this program is to promote the needs and rights of children everywhere. The campaign is built upon four cornerstones, each contributing to the well-being of children and related intimately to children’s needs and rights. These four cornerstones are See Me, Hear Me, Love Me, and Teach Me, and they apply to all children, worldwide.

I was unable to find career opportunities with ACEI, however, they do have an internship program:  Interns should be enrolled in a graduate degree program that focuses on global education issues with a particular interest in children's education. A focus on one specific aspect of childhood education, such as basic education or early childhood development, is also acceptable. Interns who have had some international experience(s) working or living outside the U.S., are preferred.

http://www.acei.org/

UNICEF is the world's leading children's organization and is active in more than 190 countries and territories through country programs and National Committees.  Over the last six decades, UNICEF has cultivated policy positions on a wide range of issues that affect children. UNICEF is the driving force that helps build a world where the rights of every child are realized. They have the global authority to influence decision-makers, and a variety of partners at grassroots level to turn the most innovative ideas into reality. The organizations believes that nurturing and caring for children are the cornerstones of human progress.  UNICEF was created with this purpose in mind – to work with others to overcome the obstacles that poverty, violence, disease and discrimination place in a child’s path. 

UNICEF is committed to diversity and inclusion within its workforce, and encourages qualified female and male candidates from all national, religious and ethnic backgrounds, including persons living with disabilities, to apply to become a part of our organization. UNICEF’s workforce is made up of different categories of staff reflecting various levels of responsibilities and duties. Each category of staff has its own requirements.

There were several positions for Temporary Appointments. None of these positions dealt directly with early childhood education and I was unqualified for any of the jobs listed. Additionally, there were a few job openings listed in e-recruitment section however the majority were IT positions and one was for a Deputy Executive Director, Field Results, for which I was not qualified. There were many Consultancy Assignments listed on the website, but again, they were not in the realm of my skillset. I found one that peaked my interest though it does not deal with early childhood either. It is more of an inventory/transportation position (which is the field I was in before entering into the ECE field).

The position is for a Procurement Services Assistant

Under supervision and guidance of the Procurement Services Manager, the Procurement Services Assistant is responsible for processing  requests from analyses/assessment of partner’s needs, timely and accurate processing of cost estimates and sales orders; issuing and expediting of orders and deliveries and reporting to meet/satisfy the needs and expectations of partners. The Procurement Services Assistant will act as focal point for assigned Key Accounts and Key Partners as well as for specific countries/regions as assigned.

 KEY ACCOUNTABILITIES, DUTIES & TASKS:

·         Performs all procurement services activities in compliance with the UNICEF Financial Rules and Regulations, Supply Division Manual and other applicable procurement procedures.

·         Manage and monitor Key Accounts and Projects for assigned partners, under the guidance of the Procurement Services Manager and Officer and in line with procedure requirements.

·         Analyse requests, identify and address any potential operational risks, and communicate with partners, country offices and SD centres to ensure the clarity of specifications, appropriateness, delivery requirements and delivery dates.

·         Prepares cost estimates for warehouse items, including freight quotes in collaboration with business units and shipping unit.

·         Prepares sales orders for warehouse items and monitors and follows up on progress of sales orders to ensure that commitments entered into when preparing the cost estimates are met and transmits all relevant information to partner.

·         Ensures budgetary limits of the sales orders are respected.

·         Prepares and provides timely and regular status / monitoring reports as well as ad hoc reporting requirements to partners and other offices in UNICEF.

·         Closing of transaction files, ensuring adequacy and completeness of information in accordance with guidelines.

·         Ensures good communication and support to partners throughout the whole procurement process.

·         Provide inputs to the discussions and analysis on PS operational improvements.

·         Support key accounts and key partners to ensure timely response to queries and follow up on ongoing issues as required.

·         Other duties as may be required.

QUALIFICATIONS OF SUCCESSFUL CANDIDATE:

 Education, Work Experience, Technical Competencies & Languages:

• High School Diploma/A Levels and technical or university courses in Business Administration or related field
• Five years of work experience in a similar administrative function with proficiency in use of data processing systems

·         Fluency in English and working knowledge of another UN language is desirable

·         IT Skills and working knowledge of SAP, Microsoft – Excel, PowerPoint and Word software

COMPETENCIES OF SUCCESSFUL CANDIDATE:

Values and Competencies: Our Core Values reflect attitudes and convictions that are shared across all UNICEF staff and include diversity and inclusion, integrity and commitment. The successful candidate must believe in the core values and have the ability to work in a multi-cultural environment with sensitivity and respect for UNICEF’s mandate. The required competencies for this particular position are:

•    Communication, (Level 1)
•    Working with People, (Level 2)

•    Drive for Results, (Level 1)
•    Analyzing, (Level 1)
•    Learning and Researching, (Level 1)

•   Planning and Organizing, (Level 1)

•   Following Instructions and Procedures (Level 1)

http://www.unicef.org/

ISSA is the third organization I researched. I was delighted with all the information I was able to glean from this site. I learned that ISSA promotes inclusive, quality care and education experiences that create the conditions for every child to be happy and reach his or her full potential. The organization does this through three different pillars of action: ensuring equal access for all children; promoting high-quality and professionalism in early years, and supporting parents and communities to take part in their children’s development and learning. The programs and activities implemented focus on:

1.Raising awareness of the importance of quality care and education, through informing the general public and influencing policies. 

2.Developing resources for practitioners working with young children.

3.Nurturing the capacity of organizations in the network. 

4.Piloting and evaluating programs. 

5.Strengthening alliances. 

 

I was unable to locate any job openings for this organization. I had not known about this organization in the past and feel it is one I will be able to use in the future. I am definitely adding it to my list of resources.

http://www.issa.nl/

It would be an honor to work for any one of these organizations.

Jobs/Roles in the ECE Community: National/Federal Level

The Devereux Center for Resilient Children works to promote the social and emotional well-being of all children by building resilience, using strengths-based approach and strong partnerships between families, teachers, and others who work with young children. DCRC’s Mission is to promote social and emotional development, foster resilience and build skills for school and life success in children birth through school-age, as well as to promote the resilience of the adults who care for them. Comprised of education, mental health, and research professionals, the DCRC team develops strength-based assessment and strategy resources supported by some of the best and most thorough developmental research in the fields of social and emotional development and resilience.

Devereux’s focus on primary prevention and promoting children’s resilience began in 1996 with the founding of the Devereux Early Childhood Initiative. After nearly 75 years of providing behavioral health, rehabilitation, and special education services to individuals with special needs, Devereux directed its attention to the emerging understanding of the preventable nature of some emotional and behavioral problems. Initially focusing on preschool children and a few years later expanding the scope to include infants and toddlers, to date the Devereux Early Childhood Initiative has reached over 3 million children.
Though I think this would be a great organization to be involved with, I was unable to locate job openings with DCRC.

www.centerforresilientchildren.org

	HighScope Educational Research Foundation in Ypsilanti, Michigan is an independent, private, nonprofit research, development, training, and public outreach organization. HighScope serves a national and international audience committed to promoting high-quality early education for young children. HighScope is a diverse organization of approximately 50 professional educators, researchers, publishing staff, and administrative staff. A small demonstration preschool with two teachers provides an opportunity to observe implementation of the HighScope Preschool Curriculum. HighScope-trained independent Field Consultants implement training throughout the country. There were two positions posted on the website were for two part-year teachers. The job requires a Bachelor of Arts (BA) or Bachelor of Science (BS) degree from an accredited college or university in early childhood education or a BA and coursework equivalent to a major relating to Early Childhood Education with experience teaching preschool age children. I would be more interested in a field consultant position, however, I could not find the qualifications for the position. www.highscope.org Collaborative for Academic, Social, and Emotional Learning (CASEL) is the nation’s leading organization advancing the development of academic, social and emotional competence for all students. CASEL’s mission is to help make evidence-based social and emotional learning an integral part of education from preschool through high school. Through research, practice and policy, CASEL collaborates to ensure all students become knowledgeable, responsible, caring and contributing members of society. CASEL is currently seeking qualified applicants for the position of Development Coordinator. Qualifications and experience for the position are: CASEL seeks an individual who is highly motivated and committed to CASEL’s mission. The ideal candidate will have the following experience, expertise and skills: *Bachelor’s degree or equivalent; with one to two years of related experience. *Experience in fundraising, logistical coordination and project management for high visibility activities is preferred. *Must be well organized, detail oriented, able to prioritize and possess strong analytical skills. *Database management experience. *Knowledge of the prospect and donor management process including research vehicles. *Ability to gather data, analyze information and prepare reports. *Ability to foster effective working relationships within a team environment. *Strong interpersonal skills, as well as demonstrated proficiency in writing and verbal communication skills. *Outstanding customer service skills. The desire to work in a highly collaborative, entrepreneurial environment where taking initiative, working well in teams of internal and external colleagues, and perseverance in the face of challenges is a must. www.casel.org

Though I think this position could be fun and interesting for a period of time, I think I would prefer to be more involved and hands-on work with children and adults researching and helping to transform schools to ensure children receive the support needed to be successful in school and in life.

Exploring Roles in the ECE Community: Local and State Levels

 As I sit and daydream about what I would do if I had the opportunity to do anything in life, I am drawn to helping children. The more I learn and the more I see in life, the more I realize I was destined to help children. Before I entered the ECE field I was preparing to go to work for CASA (Court Appointed Special Advocates). I had been a volunteer for many years when the Executive Director asked me to come aboard as a casework manager. It was about that time that I needed care for my two year old twins and could not find quality care. I opted to enter the ECE field instead. CASA is a wonderful organization that speaks up and advocates for abused and neglected children. I could easily find myself working as a casework manager if I was not working in the ECE field. I continue to volunteer and serve on the board, which gives me the best of both worlds. I can continue to help abused and neglected children through advocacy at the same time as I help young children develop and grow in the early childhood education field.

Our program collaborates with an organization called Early Childhood Intervention (ECI). ECI is a statewide program for families with children, birth to three, with disabilities and developmental delays. Basically, if we see a need for ECI we make a referral to the parents who then contact ECI and schedule an appointment. ECI first sees the child in their home, then any future visits can be conducted in our center. ECI has several positions in their program. However, the position which holds my interest is that of an Early Intervention Specialists (EIS). I could do this on a contract basis and still continue working in the early care and education field. ECI has created its own credentialing system. Early Intervention Specialists earn their credential by completing specific training activities on their Individual Professional Development Plan (IPDP). Once all of the training activities on the IPDP are completed, an EIS is awarded a certificate declaring his/her status as an EIS Professional. EISs must obtain 10 contact hours of Continuing Professional Education each year in order to maintain their credential. EISs must also complete 3 hours of ethics training every two years in addition to the 10 hours of CPE. ECI employees or contract personnel are eligible to become an EIS with at least a bachelor’s degree in one many related areas such as child development, family studies and sociology (and many more). This is something I could begin working on rather quickly.

http://www.dars.state.tx.us/ecis/careers.shtml

I have also explored the option of teaching at the local Community College in my town.  Hill College has a “Johnson County Campus” just five minutes from our program.  According to the website there are various adjunct instructor positions available. Candidates must hold a Master's degree with at least 18 graduate hours in the teaching discipline. Additionally, candidates should have the knowledge base on how to teach via new instructional formats (internet, 2-way video, etc.) or be willing to receive training on new formats. I don’t have the 18 graduate hours in the teaching discipline, but I would be willing to take the necessary classes to fulfill the requirements. The early childhood education instructor will be retiring next year and I would love the opportunity to teach classes at this campus.

www.hillcollege.edu/employment

 

If I were willing to move out of Texas I would apply for a position at the Center on the Social and Emotional Foundations for Learning (CSEFL) at Vanderbilt University in Nashville, Tennessee. The website does not have an employment link for CSEFL. Job listings are plentiful, but they are all for Vanderbilt University. I searched through pages of job openings, but could not distinguish if any were for the CSEFL. I have a passion for learning more about social-emotional development and what better place to learn and put into practice what I have learned!!

 http://csefel.vanderbilt.edu/search.html

 

Finally,  I would like to become a trainer for the early childhood education field. I have taken steps to make this a reality. I have applied and have been accepted by the Texas Training Registry to conduct trainings for the early childhood field. At this point I have only conducted one training since being accepted, as my schedule has been completely hectic lately. But once I have completed my coursework through Walden University I intend to write and conduct trainings more frequently.

If the sky were the limit and I could do anything my heart desired, I would still work to help children.

 

My Early Childhood Wordle

Saying Goodbye and Good Luck

This semester has been a very good semester with an abundance of great information and learning experiences. I thank my colleagues for their insightful and informative posts as well as all the support throughout this course. As we move forward into our specializations we may not have the opportunity to continue communicating and supporting one another via discussion posts and blogs for our coursework. I hope I have been as supportive and helpful to my colleagues as they have been to me. I wish each of you the best of luck and hope to see you in future courses. We, of course, have our blogs and can keep up with one another through the blogs, but I also understand that life happens and it is very easy it is to move forward and lose track of all those who touched our lives in one way or another. I am very guilty of moving forward and not looking back. But, if for any reason I can ever be of help to any one of you my personal e-mail is cdudleytx@yahoo.com. Best wishes and God bless.

Crystal

The Adjournment Stage-Saying Good-Bye

Over the years I have been involved in different groups. Some have ended abruptly do to unresolved conflict or the splitting up of a group due to time constraints. However, there have been groups in which I have been involved that have come together, brainstormed, came up with a plan and implemented the plan. Though few have followed all the way through with the adjournment phase. I think this is a crucial piece that too often gets overlooked.

However, when I began thinking back to a time when a group in which I was involved made it through to the adjournment phase, I found it difficult to remember such a time. But, the more I thought about it (I was definitely over thinking it) I thought of our program. We develop teams often to look at different aspects of the program and utilize the strengths of our staff members on committees. About two years ago we were looking at changing the way we did our summer school age program. So we put together a committee which comprised our school age teachers, the director and myself. We met several times between January and the end of the school year to develop a plan for the summer months. This committee worked very well together, showing respect for each other’s ideas. We left our final meeting in a very upbeat, excited sense of accomplishment. As the summer went on we lost one of our lead teachers to the oil field (they pay much better). This was devastating to us as he was amazing with the kids. But, we chose not to let it get us down. We continued to meet bi-weekly throughout the summer taking notes on what worked well, what needed improvement and what needed to be scratched all together. Once we wrapped up for the summer and the kids headed back to school we met one final time to go over all our notes from the summer.  At the end of the final meeting we felt a sense of accomplishment and agreed we would all be on the committee for the following year. So though our committee came to an end for that particular year, we knew we’d come together again. So we really didn’t have to say “good-bye” to one another, but we did say “good-bye” to that particular committee and group dynamics.

I have also experienced groups where we had to say good-bye and it was more difficult. This would have been on a more personal note such as when I divorced my first husband. I left our marriage and our group of friends behind—as well as his family. This was very difficult as I had established some very good friendships with some of our friends and many of his family members. But, I moved on and formed new friendships. Since then some of our mutual friends have reached out via Facebook and have reestablished communication.

Though I have experienced very few groups who moved through the adjournment phase I would tend to believe that the high performing a group the harder it would be to say good-bye. I would also think that it will be a little bittersweet to say good-bye to our group of Master’s Degree colleagues. We all understand the dedication and work it takes to go through this program. We all have lives outside of school and have to find time every week to get assignments completed on time. I know I find it very difficult some weeks to squeeze everything in. We all share this understanding and I know we each respect the others for the time, effort and dedication it takes to go through this program. Though we will be saying good-bye, I am sure some will stay in contact with one another for support throughout our journeys in the early care and education field.

According to Gina Abudi (2010) adjourning is an essential stage of teamwork to ensure time to celebrate success of the project and capture the best practices for future use (or lessons learned). It is also a time for the team to have the opportunity to say good-bye to one another.

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

 

Handling Conflict

The conflict that I was confronted with involved a parent, teacher and two children. I walked into work one morning and was told by a teacher that a parent wanted to speak with me about her child. I asked if the teacher knew what the parent needed and if someone else could help her. I was shocked to find out that the day before a little boy allegedly stuck his fingers in the panties of this parent’s daughter on the playground. I was just getting this information and the parent was due in at any moment. Needless to say I was unable to investigate before the parents arrived. To make matters even worse this parent is the county attorney who works with all child protective service cases in our county!

That same day I had a consultant in and had planned to spend my entire day with her. I reluctantly shared with the consultant what was going on and she agreed that it should be me who handled the situation.

The parents arrived and entered my office. I had known the mother for years as I am a CASA volunteer and work with her on my cases. However, we set that aside and I took her statement. I let her talk and did not interject with any feedback until she was finished. The father just sat in the chair visibly steaming. I shared with her that I had just learned about the situation as it happened the evening before and I had not had the opportunity to investigate at this point. I assured them I would begin my investigation immediately. They went on to tell me their daughter had had nightmares the night before and they just didn’t know what to do. They thought it might be best to just dis-enroll her and move her somewhere else—and if they decided that was the route they would take they would dis-enroll their son (a 3-yr old) as well. To me this was a blatant threat. I calmly let them know that I understood where they were coming from as a parent and I would support any decision they made. But, I would like to have the opportunity to investigate and proceed with a plan of action-- that we certainly didn’t want to see the children uprooted from a familiar place where they are receiving the quality of care and education that I knew the parents wanted for their children and to have them placed in an unfamiliar environment with no certainty that they would receive the same level of care. The mom had understandably been letting her emotions get the best of her in this situation (which she doesn’t do in the courtroom), and could not see that I was not the enemy—until I used active listening with her and let her know that I heard what she was saying.  I reminded the mother of my position with CASA, and the reason I have volunteered for CASA for so many years. I reminded her of why she does what she does for a living; and I reminded her that I would never knowingly allow something bad to happen to a child, nor would any of the staff in our program.

The parents wanted me to call them and tell her what the boy’s parent said once I had the opportunity to interview them. I assured them that this would not happen as it is confidential; and I would afford that set of parents the same respect have afforded them. But, I would indeed investigate and handle the situation in the best possible manner. They went on to tell me that they did not want anything to happen to the teacher who was on the playground, as they have known her for many years and they considered her a really good friend. They said this with a stern look and the movement of the head lowering as if to say, “do you understand that I am saying nothing is to happen to the teacher—or else”. I explained to the parents that we have policies and procedures and we follow these policies in every case to ensure that no one is treated unfairly (or receive preferential treatment).

I went on to let the parents know there would be an investigation and a report made to licensing, and if the investigation found negligence on the teacher’s behalf we would have to take action. Though the mother already knew that licensing would do their own investigation I felt I was obligated to inform them completely of the steps to be taken in the investigation. During our meeting we discussed our plan of action as far as their child was concerned. At the end of the meeting I had the parents sign our plan of action which were attached to the meeting notes.

We investigated the situation and found that teacher had walked past the slide and saw the two children sitting under it. She leaned down and asked them to come out from under the slide and it was at this time the little girl told her that the little boy had stuck his finger in her panties. The teacher did not see this take place. Instead of letting the director know that evening, she called the parents at home that night and told them what their daughter had said.

The mother (the county attorney) had contacted licensing herself to find out when they would investigate. So when licensing made their visit she was there and sat in on some of the investigation (to me this was unethical on the part of licensing). Nevertheless, licensing did not find negligence on the part of the center. We did however, write up the teacher for not reporting the incident to the director and for making a call directly to the parents from her home.

I used multiple strategies during this conflict and I believed they helped me resolve the conflict with dignity and respect.  One of the strategies that I used was the 3 R's.  I treated the parents with respect, we had a back and forth conversation without cutting one another off. I watched carefully for the parent’s non-verbal cues and approached my responses with careful consideration to their feelings, and I responded to them in a timely manner by clearing my schedule to meet their needs. 

Another strategy that I used was nonviolent communication.  Even when they were basically threatening me to not reprimand the teacher, which really infuriated me, I stayed calm—yet assured them that I would follow our company policy.

I felt then and still feel confident that we handled the situation well. I could have easily blown up at them when they were threatening me…… I could have taken offense to many of their words. But, I put myself in their shoes, how would I have felt if this happened to my daughter. I understood their emotions.

Communication Assessments

This week's assignment turned out to be quite interesting. I started out asking my husband and my director to each take the assessment. Surprisingly they both answered very similar to one another and very close to what I had answered. Does that mean they both see me as I see myself? So, I took it a step further and asked a couple of co-workers who don't know me quite as well and they each answered fairly different than the three of us had answered.

When I took the assessments I rated myself as Elevated in the Communication Anxiety Inventory. I know that I do not like to speak in public, however, in order to teach at the community college and to give presentations at conferences I MUST improve in this area and I am really working on it. I presented with my director for the first time last weekend at the Texas Licensed Child Care Association Conference and made it through somehow. I know I was a nervous wreck the entire time and don't even remember much about it. But, we did receive very positive reviews so that is a plus. My director is trying to get me to give the presentation again in March at the state conference in Houston, but I am very hesitant. My husband rated me as Moderate in this category and my director rated me as elevated....he knows how nervous I was three days before at the conference. The other co-workers each rated me at low in this category which is very interesting to me, because even at work with my colleagues I do not jump up and speak in front of the group much.

On the verbal aggressiveness scale everybody rated me at moderate, which states that I maintain a good balance between respect  and consideration for others' viewpoints, and the ability to argue fairly by attacking the facts of a position rather than the person holding the position. I believe this is a fair assessment of how I try to communicate when I am in disagreement. I know I am far from perfect here, but I definitely would not want to be attacked myself and therefore, I follow the Golden Rule (or Platinum Rule) and treat others the way I think they would want to be treated (as well as how I would want to be treated).

Again, on the Listening Styles Profile everybody rated me in Group 1, which states that my listening style is People-oriented. I definitely agree that I am empathetic and concerned with the emotions of others (sometimes to a fault-as my director pointed out). When I first began my journey in the early childhood field I was incredibly trusting and got taken advantage of on a daily basis....I now have five years behind me and have become much less trusting and tend to questions others' motives. I really don't like the feeling that I cannot trust people, but when you get burned over and over again by others you tend to toughen up a bit.

One of the insight I had was self-actualization-the feelings and thoughts you get when you know that you have negotiated a communication situation as well as you possibly could. After my presentation at the TLCCA and then my interactions at the Chamber of Commerce Banquet I felt a sense of accomplishment. Though I was incredibly nervous throughout the presentation I managed to get through it and that is extremely huge for me. I feel much better about it now, a week later, and my self-esteem has risen a notch. Am I ready to run out and give another presentation tomorrow? Probably not, but by pushing myself outside my comfort zone and receiving positive feedback I am inching my way toward feeling more competent in my ability to communicate effectively.

Communicating Differently

Communication is such an interesting topic, yet it is not one I have thought much about—until this class. There are so many forms of communication, yet most people tend to think about the words that are spoken, but don’t think much about body language and other forms of non-verbal communication. I definitely communicate differently with different people—at different times. For instance, I may communicate with my colleagues at work in a professional, no nonsense way when we are at work, but become more relaxed and less “formal” when we are away from work. I don’t communicate with my younger children (11, 8, 8) the same way I communicate with my older children (28, 26, 22). When I am at work, I use a professional communication style with everyone I come in contact. However, when I am with my husband or other family members I use a more casual, laid back communication style. 

When I am speaking with a friend from Honduras I sometimes catch myself enunciating my words a little better. However, when my husband speaks to him he slows his words way down, raises his voice (as if he’s deaf), and uses choppy sentences and lots of gestures.

Three strategies I can use to help me communicate more effectively are to actively listen.  I can keep from forming my response prematurely by actively listening to the speaker. I think too often we focus on how we will respond to what the speaker is saying before he or she finishes their sentence and often miss valuable information and cues. Applying the Platinum rule is a great strategy for communicating effectively. By taking the time to think about how the person would want to be treated, I can take my own feelings and emotions out of the conversation and focus on the needs of the other person. I will definitely pay more attention to what my body language and other non-verbal communication is saying, and try to ensure that my verbal and non-verbal communication match.