Respond to the following prompt(s) for your discussion forum post:
- Identify ways that adults can assure children that they are lovable, capable, and worthwhile.
- What kinds of adult behaviors cause children to feel inept and worthless?
First person to respond to:
by Elin ShearinNumber of replies: 3
Personal bias affects an adult’s reaction to a child’s challenging behavior differently for everyone. Some things that affect personal bias are gender, culture, age, experiences, and temperament. For example, our textbook discusses a child named Ava. Her former teacher enjoyed having her in his class while her new teacher does not. This is because Ava’s old teacher likes her creativity because it reminds him of himself when he was younger. Her new teacher was brought up in a strict home so she does not feel the same.
You can become more aware of your own personal bias by separating facts from opinions. You can do this with objective observations instead of subjective interpretations. With objective observations, you are describing what happens without making judgments. These observations can be seen, heard, smelled, tasted, or touched. With subjective interpretations, you are using objective observations to think about and express ideas, explanations, and perceptions of what happened. According to our textbook, when one’s opinions are stated separately from observable facts and those opinions are clearly labeled “subjective,” it is easier to recognize and deal with personal bias.
Appropriate and thorough observations and recordings can help to develop a better behavior plan by helping teachers be more effective when working with children. Observations help determine learning and developmental goals. This helps make concrete plans, make changes in the curriculum and environment, and improve the quality of care and education provided. Watching and recording behavior helps select appropriate methods to prevent or respond to various problems, and to evaluate how effective the chosen guidance technique has been in solving the problem.
Second person to respond to:
by Alexus HandsNumber of replies: 2
1. How can personal bias affect an adult’s reaction to a child’s challenging behavior?
Biases are one’s own set of beliefs, values, perceptions, and assumptions (Miller, 2016). The concept of bias comes from the development of a person’s upbringing and past experiences with others. We perceive our points of view through a filtered version of bias. All aspects of an individual shape and affect our perceptions and biases. It is usual for a person to find others more appealing than others because of an opinion that has been formed about certain people. However, adults must remain respectful towards children no matter what.
Personal bias affects an adult’s reaction to a child’s challenging behavior by causing a rift between the child and the adult. For example, the adult may behave more harshly with that child than a child behaving more appropriately. “To respond more effectively to children’s behaviors, we must discover our areas of bias (Miller, 2016, p. 82).” Acknowledging our biases enables us to learn and research about the cultural differences of individuals. Also, we can dissuade any prejudice or preconceived notions we may have about certain groups of people.
2. How can you become more aware of your own personal bias?
One can become aware of their personal bias by being honest, remaining respectful, learning more about individuals, and consciously separate facts from opinions. Adults must be honest with their feelings about genders, cultures, ages, experiences, and temperaments. Each child will be unique when it comes to all these concepts, and that will cause teachers to feel a certain way towards certain children. Therefore, we should not be quick to label anyone before taking the time to understand better a child’s behavior and temperament, which could influence their learning and overall development.
One can also dismiss any stereotypes they may have about specific ethnic or gender groups. It will be beneficial to learn about an individuals’ character so that adults can form a more cooperative relationship with the children they work closely with. “One way to increase objectivity is to consciously separate facts from opinions (Miller, 2016, p. 82).” Adults can make both objective and subjective observations; being objective would include describing what is happening without making judgments. In contrast, subjective observations use thinking and expressing ideas and perceptions of what happened.
3. How can appropriate and thorough observation and recording help you develop a better behavior plan?
Through objective and subjective observation, an adult should determine learning and developmental goals, which improve the quality of education, allow concrete plans to be formed and change curriculums and the environment if need be. Recording behavior helps teachers choose appropriate teaching methods and evaluate which guidance techniques are being applied in the classroom (Miller, 2016). Thorough observation serves many purposes to help develop a better behavior plan: communication with families, evaluating a child’s overall development, and identifying children’s needs or interests. A teacher can use various observation strategies to make a classroom a developmentally appropriate place for young children. For example, a teacher may use a recording to have a physical indication of how a child is progressing within the classroom.Anecdotal records are detailed and describe a child’s event that is of particular interest or concern. This specific kind of record is clear, concise, and, most importantly, factual. Another type of recording would be a running record, a detailed commentary describing an event as it is happening (Miller, 2016). Typically, it describes a child’s behavior and any specific patterns occurring within the classroom. There is no one correct approach to observing or recording; however, using both, an adult can make the proper changes to ensure a child is thriving.
References
Miller. (2016). Positive Child Guidance. Cengage Learning.
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