This essay has been submitted by a student. This is not an example of the work written by our professional essay writers.
Maintaining confidentiality is one of the most important jobs of all teachers. Guidelines for confidentiality to protect students and families rights are outlined in the Family Educational Rights and Privacy Act as well as the Individuals with Disabilities Education Act (Salend, 2010, p. 158). In situation number one I would talk to the other teachers individually so as not to cause a scene or make them feel like I am trying to tell them what to do. When talking to them I would ask them if they are aware that they are violating the confidentiality of the students and families by the things they are discussing in the teacher's lounge. I would explain to them that as teachers we are expected to keep information about the lives of our students and their families private. I would then proceed to say that the only time this should be discussed is in a meeting that has been set up or with another teacher in private who may also be involved in this situation. In situation number two I would ask to set up a meeting between myself and the principle to discuss my concerns about the way in which our student records are maintained. I would address the fact that I feel that the records of all students should be kept in a secure location where they are supervised in order to protect the privacy of the students. I would explain that the way in which the records are now kept that I felt like anyone could view the information whether or not they actually should have access to them or not. I feel that this could put the school in a very vulnerable position and information could possibly get in the wrong hands.
According to the textbook, communication styles and patterns vary from culture to culture and things such as "eye contact, wait time, word meanings, facial and physical gestures, voice quality and tone, personal space, and physical contact have different meanings and purposes in various cultures" (Salend, 2010, p. 166). The people that I talk to on a daily basis include my coworkers, classmates, friends, and professors. One of my coworkers is very rude and likes to make everyone around him feel like he is better than they are. When he comes around I try to find other things to do to avoid being in the same room with him. I find that when looking around I am not the only one that does this several of my other co-workers seem to be doing the same thing. Most of my other coworkers on the other hand are very nice, fun, work oriented, and are really fun to be around which makes my job for the most part a fun place to be. When communicating with these individuals I tend to be more confident than when communicating with the one that is so rude. One way that I think I could promote effective communication between myself and my rude coworker is by calling him on the phone and asking questions instead of asking them in person. By removing the face to face contact he would not have quite the same opportunity to make you feel beneath him as he has in person.
There are very few books, television shows, movies or cartoons that portray individuals with disabilities or people from different cultures and linguistic backgrounds in positive ways. Most of these show these individuals in a negative, and disrespectful way, and are often times making fun of them. Children seem to ultimately want to believe everything they see on TV or read in books. Therefore children who view these negative portrayals of individuals with disabilities and different cultural and linguistic backgrounds are very likely to view them negatively in the real world. This often times creates problems with their acceptance of these individuals. As teachers, creating a positive classroom that promotes acceptance of everyone is very important. To do this, use friendship activities including books, cooperative academic and nonacademic games, and learning centers to establish an environment that supports friendships. (Salend, 2010, p. 204). Some of the most important factors for teachers in making students successful in understanding the differences in other people include: viewing everyone as capable individuals with unique personalities, qualities, likes, dislikes, strengths, and challenges; promoting the view that similarities and differences are natural and positive and that we all benefit from diversity and accepting and understanding individual differences; fostering sensitivity rather than sympathy; providing information, direct contact, and experiences that share important information about and counter stereotyped views of others perceived as different; and engaging in actions that support others such as writing positive comments about your classmates (Salend, 2010, p. 178-179).
These are all situations that will be uncomfortable and sometimes difficult to deal with. In these situations I would like to use the example from chapter 1 in which we would have a community meeting in the classroom and discuss the problem that has come up without calling anyone out or directing attention to anyone in particular. I would like to have the students discuss what happened and why it was wrong and what they thing should be done to correct the situation. I think making the students a part of the solution helps them understand exactly what happened and why it should never happen again. It also lets them share how they would feel if it was done to them and hear and understand how other people would feel if it was done to them. I would then present my opinions on these phrases or comments and explain to my students why these comments are unacceptable and should not be used. Some of the examples that the book provides for dealing with insensitive and intolerant behaviors and comments are using attitude changing assessment instruments, knowledge of individual differences probes, observations, sociograms, teaching about friendships, teaching social skills, and using activities that develop social skills and encourage communication among students. (Salend, 2010, p.207).
The textbook states that, learning strategies are "techniques that teach students how to learn, behave, and succeed in academic and social situations" (Salend, 2010, p. 215). One thing I like to do when working on assignments, is to first read through all of the questions on the assignment, and then go back to the first question and read it again before I begin answering any of the questions. By reading everything before beginning I get an idea of what I need to be thinking about and in what directions the assignment is going. This helps me focus on the specific details as I work on each individual question. When taking notes I use bullet points highlighting what I feel the most important parts of what the teacher is saying instead of trying to write everything he or she is saying. I know that we all can improve in one way or another but for now my strategies seem to be working because I usually do well in all of my classes. That is not to say that I do not struggle from time to time in which I think we all do. One strategy that I found in the textbook that might help when writing papers is the POWER strategy (Salend, 2010, p. 400). The elements involved in this strategy are P: plan (What am I writing about? Who is my audience? Why am I writing? What do I know about the topic), O: Organize (How can I group my ideas? What can I tell them), W: Write (write the main idea sentences for my main groups, add details, evidence, examples), E: Edit (does it make sense? What questions will readers have? Did I implement my plan?), R: Revise (what should I add or delete? Should I rearrange my ideas?).