Controversial issues in the primary school
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This document discusses controversial issues that may arise in primary school religious education classes and how teachers should address them. It identifies issues like homophobia, racism, different family values, gender, grief, and financial awareness. While teachers are responsible for addressing these topics carefully, they also need to be aware of all potential issues and teach children about right and wrong. Some argue that raising controversial topics too early could influence children negatively, so teachers must find appropriate pedagogical approaches like community cohesion and promoting British values to discuss sensitive issues in a calm, inviting way.
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Week 1/Post 1: Formulating Goals
1.
The two professional goals you developed related to anti-bias education and your work in an early childhood setting.
揃 Goal 1: Developing relationships to form inclusive communities in the classroom
揃 Goa1 2: Develop an awareness of how unconscious bias can impact the classroom.
2.
The ways in which the readings and media segment from this week have influenced the formulation of your goals. Be sure to support your comments with specific references to and/or examples from the Required Resources.
According to Walden University (2011) The world today is a world in which children are going to grow up side-by-side with people who are very, very different from them. The notion of growing up in a community of people very much like you is gone (pg. 1). I also came across a website
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3.
The ways in which the implementation of these goals will help you to work more effectively with young children and families.
I aspire to be an anti-biased channel in which students will experience culture in a vast and more comprehensive way. Childrens experiences in education should teach the four goals of anti-bias education (i.e., identity, diversity, justice, and activism) and promote the ultimate goal of equality and social equity for all (NAEYC, n.d.). I am, the compilation of everything experienced in my life. With this, we are constantly growing, changing, adapting new view and discarding others. Each experience builds on the last to continue to reinforce the structure you are each day. As future educators, it is our job to be the future of knowledge. What we say, do, actions we take directly reflect what our students see. Choose your curriculum wisely, but choose your words even more carefully. Take the wealth of knowledge you and only your life has accumulated and share it with each class you have the chance to influence. Be the spark of change and the advocate to every child that walks through your door.
4.
Challenges you might encounter on your journey to become an early childhood professional who understands and practices anti-bias education.
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Learning Objectives
After reading this chapter, you will be able to:
Describe the four styles of conflict management.
Discuss the common barriers to engaging in collaborative familyschool meetings to resolve student problems and difficulties.
Explain the principles that underlie collaborative familyschool problem solving.
Describe the steps involved in conducting collaborative familyschool problem-solving meetings.
Describe specific techniques for blocking the blaming that often characterizes familyschool problem-solving efforts.
Discuss the use of the skills of structuring, listening, brainstorming, and consensus building in the facilitation of familyschool problem-solving meetings.
Discuss the applicability of familyschool problem-solving meetings with culturally diverse families.
Fifth-grade teacher: My approach is to Let sleeping dogs lie. I dont meet with a parent unless I absolutely have to. Instead, I try and do everything I can to resolve a childs difficulty myself, and pray either that those things work or that the problem will take care of itself.
Sixth-grade teacher: When I call parents in to meet with me about a problem their child has, I have a specific idea in mind of what I need for them to do to help me resolve it. My job in the meeting is to convince them to do what I think is needed.
Preschool teacher: I often find that when I meet with parents about a problem their child is having, I have a difficult time having them understand my point of view. Rather than their doing what I think is needed, I end up agreeing to do what they want to avoid hard feelings.
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After reading this chapter, you will be able to:
Describe the four styles of conflict management.
Discuss the common barriers to engaging in collaborative familyschool meetings to resolve student problems and difficulties.
Explain the principles that underlie collaborative familyschool problem solving.
Describe the steps involved in conducting collaborative familyschool problem-solving meetings.
Describe specific techniques for blocking the blaming that often characterizes familyschool problem-solving efforts.
Discuss the use of the skills of structuring, listening, brainstorming, and consensus building in the facilitation of familyschool problem-solving meetings.
Discuss the applicability of familyschool problem-solving meetings with culturally diverse families.
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3) The big idea is to use shocking messages and facial/behavior analysis tools on a website to convince parents their children may already be abused, then encourage attending a workshop to learn effective communication skills.
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The document discusses the goals and principles of anti-bias education. It aims to nurture confident identities, promote empathy across differences, foster recognition of bias, and cultivate abilities to stand up to injustice. The four goals are outlined as developing identity, encouraging interaction across diversity, teaching critical thinking about bias, and cultivating action against bias. Anti-bias education is meant for everyone and considers both child and teacher development through ongoing activities that build strong relationships.CHAPTER 4Building an AntiBias Education Program Clarifying and
CHAPTER 4Building an AntiBias Education Program Clarifying andWilheminaRossi174
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CHAPTER 4
Building an AntiBias Education Program: Clarifying and Brave Conversations with Children
Everything teachers dosetting up the learning environment; planning the curriculum; observing, assessing, and thinking about individual children; and so much morerests upon establishing strong, caring, and trusting relationships with children and families. Without such relationships with their teachers, children find it hard to open up, to learn, to grow, to feel safe. These relationships are built onSeeing each individual child as a member of a unique family with many, often complex, social identities that shape their learning and ways of beingRespecting each childs individual way of learning and being rather than imposing an expected behaviorKnowing how children learn to think and how they are, and are not yet, able to discern what is happening around themUnderstanding that children are in the process of learning at all times and that it takes many experiences before they master an idea or a behaviorListening carefully to each child to understand how each is making sense of experiences and/or behavior
An essential element in building strong relationships is your willingness to engage in conversations that support childrens sense of self, that let them know they are safe and honored exactly as who they are. Children live in a world that sends multiple, stereotypeladen messages about their comparative value, their right to be visible, and how they are expected to behave based on their economic class, ethnicity, gender, abilities, racial identity, and religion. These overt and covert messages affect their own sense of selfworth and how they think about people who are different. Avoiding conversations about identity and fairness is a disservice to children who are developmentally dependent upon adults to help them make sense of the complex and contradictory societal messages they receive.
When programs do not demonstrate respect for and acknowledgement of human diversity, children and families cannot feel truly seen or honored. When a teacher avoids directly addressing comments or behaviors that can hurt another child, no child feels safe. Keeping silent not only does not help children, it actively hurts them. Learning how to break this silence, how to talk about antibias issues with clarity, courage, and caring, is an essential skill not only in the world of early childhood education but in the world at large. This chapter explores ways to build trusting relationships with children by directly talking about identity, diversity, injustice, and activism, which correspond to the four goals of ABE.The Hurtful Power of Silence
It is hoped that children will turn to their trusted adults when they are confused or are hurt by their experiences. But to do so, children need a vocabulary to describe what they are thinking. Too often, adults ignore childrens attempts to understand how people can be different from one another and yet the same. A Whit ...Chandra FarmerEDUC 6358-Strategies for Working with Diverse Ch.docx
Chandra FarmerEDUC 6358-Strategies for Working with Diverse Ch.docxbartholomeocoombs
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Chandra Farmer
EDUC 6358-Strategies for Working with Diverse Children
September 6th, 2022
Week 1/Post 1: Formulating Goals
1.
The two professional goals you developed related to anti-bias education and your work in an early childhood setting.
揃 Goal 1: Developing relationships to form inclusive communities in the classroom
揃 Goa1 2: Develop an awareness of how unconscious bias can impact the classroom.
2.
The ways in which the readings and media segment from this week have influenced the formulation of your goals. Be sure to support your comments with specific references to and/or examples from the Required Resources.
According to Walden University (2011) The world today is a world in which children are going to grow up side-by-side with people who are very, very different from them. The notion of growing up in a community of people very much like you is gone (pg. 1). I also came across a website
Teaching Tolerance, where it discussed critical practices for anti-bias education and teacher leadership. This article was about the importance of valuing and embracing multiple perspectives to reach the best and most comprehensive approach to leadership. The author suggests teacher leaders reflect on what they still dont know and need to learn about something to seek out professional development for growth in those areas; the author really promotes the idea of having self-awareness to diminish bias and become culturally aware in teacher leader practices (Learning for Justice, 2022). Both the Walden and Teaching Tolerance sources are about the road and progression to becoming an anti-bias educator.
3.
The ways in which the implementation of these goals will help you to work more effectively with young children and families.
I aspire to be an anti-biased channel in which students will experience culture in a vast and more comprehensive way. Childrens experiences in education should teach the four goals of anti-bias education (i.e., identity, diversity, justice, and activism) and promote the ultimate goal of equality and social equity for all (NAEYC, n.d.). I am, the compilation of everything experienced in my life. With this, we are constantly growing, changing, adapting new view and discarding others. Each experience builds on the last to continue to reinforce the structure you are each day. As future educators, it is our job to be the future of knowledge. What we say, do, actions we take directly reflect what our students see. Choose your curriculum wisely, but choose your words even more carefully. Take the wealth of knowledge you and only your life has accumulated and share it with each class you have the chance to influence. Be the spark of change and the advocate to every child that walks through your door.
4.
Challenges you might encounter on your journey to become an early childhood professional who understands and practices anti-bias education.
Cult.juliebe yatar
juliebe yatarJuliebe Yatar
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This document discusses how to prepare children for an increasingly diverse world. It emphasizes teaching children to value and celebrate diversity, respect people of all backgrounds, and resist prejudice and discrimination. Some key recommendations include modeling inclusive behaviors, responding to children's questions about differences in a thoughtful way, exposing children to role models from different cultures, and creating opportunities for children to interact with those unlike themselves. The goal is to help children appreciate diversity rather than fear differences.Magazine Articles
Magazine ArticlesThe Story Teller Travel
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Bullying in schools is a serious problem that can have tragic consequences. It takes many forms including manipulative bullying, conditional friendships, and exploiting a child's vulnerabilities. When parents suspect their child is being bullied, they should talk to their child to get details, while remaining calm and validating the child's feelings. It is the school's responsibility to provide a safe learning environment, while parents can teach children confidence and kindness to help prevent bullying. Some schools are implementing anti-bullying programs focused on building empathy and community to address this issue.Family Messages Lesson Plan
Family Messages Lesson Planelavolet
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This lesson plan from a youth development program aims to help youth identify and explore their personal values, especially those learned from their families. The plan outlines an activity where students write down their perceptions of their family's values on various topics and discuss these in small groups. They are reminded that values differ between individuals and families. The goal is to increase awareness of how family influences shape young people's values and beliefs, and encourage students to think about their own values.Sex education
Sex educationIstanbul Bilgi University
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The document discusses a proposed new approach to sex education in Malaysian schools. It may introduce topics related to reproduction and sexuality as part of the school curriculum within the next two years. This is seen as a progressive measure for largely Muslim Malaysia, as most Muslim countries abstain from discussing sexuality in schools. The proposed syllabus intends to cover biological reproduction as well as sociological aspects of sexuality and sexual health from ages four through thirteen. It may help prepare young people to cope with sexuality in a landscape where sexual images are widespread online and on television.Child development, chapter 10, Caprice Paduano
Child development, chapter 10, Caprice PaduanoCaprice Paduano
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This chapter discusses social development in preschool-aged children. It covers how children develop their self-concept, gender identity, and sense of morality during this stage. Children learn to engage in social relationships with peers and begin to understand other people's perspectives. The chapter also examines parenting styles, play, aggression, and cultural differences in child-rearing practices during the preschool years.Child development, chapter 10, paduano
Child development, chapter 10, paduanoCaprice Paduano
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This chapter discusses social development in preschool-aged children. It covers how children develop their self-concept, gender identity, and sense of morality during this period. Children learn to engage in social relationships with peers and begin to understand other people's perspectives. The chapter also examines parenting styles, play behaviors, aggression, and cultural differences in child-rearing practices during the preschool years.CHAPTER 11 Engaging in Collaborative Problem Solving with Families
CHAPTER 11 Engaging in Collaborative Problem Solving with FamiliesMorganLudwig40
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CHAPTER 11 Engaging in Collaborative Problem Solving with Families
Ellen S. Amatea and Blaire Cholewa
Learning Objectives
After reading this chapter, you will be able to:
Describe the four styles of conflict management.
Discuss the common barriers to engaging in collaborative familyschool meetings to resolve student problems and difficulties.
Explain the principles that underlie collaborative familyschool problem solving.
Describe the steps involved in conducting collaborative familyschool problem-solving meetings.
Describe specific techniques for blocking the blaming that often characterizes familyschool problem-solving efforts.
Discuss the use of the skills of structuring, listening, brainstorming, and consensus building in the facilitation of familyschool problem-solving meetings.
Discuss the applicability of familyschool problem-solving meetings with culturally diverse families.
Fifth-grade teacher: My approach is to Let sleeping dogs lie. I dont meet with a parent unless I absolutely have to. Instead, I try and do everything I can to resolve a childs difficulty myself, and pray either that those things work or that the problem will take care of itself.
Sixth-grade teacher: When I call parents in to meet with me about a problem their child has, I have a specific idea in mind of what I need for them to do to help me resolve it. My job in the meeting is to convince them to do what I think is needed.
Preschool teacher: I often find that when I meet with parents about a problem their child is having, I have a difficult time having them understand my point of view. Rather than their doing what I think is needed, I end up agreeing to do what they want to avoid hard feelings.
First-grade teacher: I believe it is important to have both students and their parents work with me to figure out how we might resolve a difficulty the student is experiencing. I firmly believe that three heads are better than one. I know that together we can often come up with ways of solving a problem that I would never be able to think of by myself.
Teachers often must relay unpleasant information to parents. Letting parents know about troublesome or inappropriate behavior, or that students are failing or must be retained, is never easy. These and other difficult communication tasks can engender feelings of apprehension and discomfort in both parents and teachers. As the preceding comments depict, educators vary in their style of discussing these matters with parents.
Some educators, such as the 5th-grade teacher depicted in the first comment, try to avoid conflict by not talking with parents about a childs difficulty unless they absolutely must. These individuals tend to withdraw when faced with the possibility of conflict, perceiving their own goals and those of the child and family to be of much less importance than the fear of experiencing conflict. Feeling hopeless and helpless to address a childs problem or to address and resolve conflict ...CHAPTER 11 Engaging in Collaborative Problem Solving with Families.docx
CHAPTER 11 Engaging in Collaborative Problem Solving with Families.docxjeffsrosalyn
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CHAPTER 11 Engaging in Collaborative Problem Solving with Families
Ellen S. Amatea and Blaire Cholewa
Learning Objectives
After reading this chapter, you will be able to:
Describe the four styles of conflict management.
Discuss the common barriers to engaging in collaborative familyschool meetings to resolve student problems and difficulties.
Explain the principles that underlie collaborative familyschool problem solving.
Describe the steps involved in conducting collaborative familyschool problem-solving meetings.
Describe specific techniques for blocking the blaming that often characterizes familyschool problem-solving efforts.
Discuss the use of the skills of structuring, listening, brainstorming, and consensus building in the facilitation of familyschool problem-solving meetings.
Discuss the applicability of familyschool problem-solving meetings with culturally diverse families.
Fifth-grade teacher: My approach is to Let sleeping dogs lie. I dont meet with a parent unless I absolutely have to. Instead, I try and do everything I can to resolve a childs difficulty myself, and pray either that those things work or that the problem will take care of itself.
Sixth-grade teacher: When I call parents in to meet with me about a problem their child has, I have a specific idea in mind of what I need for them to do to help me resolve it. My job in the meeting is to convince them to do what I think is needed.
Preschool teacher: I often find that when I meet with parents about a problem their child is having, I have a difficult time having them understand my point of view. Rather than their doing what I think is needed, I end up agreeing to do what they want to avoid hard feelings.
First-grade teacher: I believe it is important to have both students and their parents work with me to figure out how we might resolve a difficulty the student is experiencing. I firmly believe that three heads are better than one. I know that together we can often come up with ways of solving a problem that I would never be able to think of by myself.
Teachers often must relay unpleasant information to parents. Letting parents know about troublesome or inappropriate behavior, or that students are failing or must be retained, is never easy. These and other difficult communication tasks can engender feelings of apprehension and discomfort in both parents and teachers. As the preceding comments depict, educators vary in their style of discussing these matters with parents.
Some educators, such as the 5th-grade teacher depicted in the first comment, try to avoid conflict by not talking with parents about a childs difficulty unless they absolutely must. These individuals tend to withdraw when faced with the possibility of conflict, perceiving their own goals and those of the child and family to be of much less importance than the fear of experiencing conflict. Feeling hopeless and helpless to address a childs problem or to address and resolve conflict ...Gender and sexuality
Gender and sexualityhjkmotha
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Gender and sexuality are important aspects of adolescent development that educators must address through curriculum. Young people develop notions of gender roles and sexual orientation through social influences like media and peers. Teachers should foster respectful discourse to help students critically reflect on these issues in a healthy, inclusive way. An awareness of one's own biases is also important, as all students deserve to feel represented. Curriculum needs to illustrate diverse perspectives without marginalization, as this impacts student outcomes and actions.Young Marketers 5+1 The Second Chance + Ph畉m Xu但n Huy
Young Marketers 5+1 The Second Chance + Ph畉m Xu但n HuyHuy Pham Xuan
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This document outlines a campaign to encourage parents to discuss gender education with their children. It includes:
1) The target audience is parents who are aware of the importance of gender education but hesitate to discuss it, living in three large Vietnamese cities.
2) The insight is that parents want to discuss it but don't have an appropriate approach as they think some topics are unsuitable.
3) The big idea is to use shocking messages and facial/behavior analysis tools on a website to convince parents their children may already be abused, then encourage attending a workshop to learn effective communication skills.Recently uploaded (20)
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Controversial issues in the primary school
- 1. Controversial issues in the Primary School How to tackle them?
- 2. Controversial issues There are several controversial issues identified by academics when teaching Religious Education in the Primary classroom: Homophobia Racism Family values different types Gender Grief and loss Financial awareness
- 3. Tackling these issues! As a teacher it is part of your role to tackle these issues carefully. Although you will not come across all issues at one times, it is wise to be aware of all issues that could occur. It is important that children are taught the difference between right and wrong, preparing them for later life. For example; racism may not occur in a primary school however it is argued that it is important for children to be made aware of the issue so they know not to make racist remarks. However, some would argue that if you open the childrens eyes to these issues without them having any previous knowledge of it, that you are opening a door to future racism. There are many pedagogical approaches which can be applied to these issues, creating a calm and inviting atmosphere for the children. There are 4 main ways in which it is argued racism should be taught; antiracist education, multicultural education, community cohesion and British values.