Human Relations In the Classroom

Human Relations in the Classroom
Understanding the things that are not familiar to us is a very hard task to accomplish. In the attempt to be a highly effective educator, a teacher must take it upon themselves to adapt their abilities in a manner in which no student will feel the need to have apprehension or shame to enter their classroom. It is also very important that the families of the students in the classroom are not looked down upon or cast judgment upon for believing in a system or cultural practices that may or may not have been passed downed to them from generations ago.
Skill 1
In my classroom I feel that I have shown an awareness and understanding of the values, lifestyles, contributions, and history of a pluralistic society by my willingness to accept the varying backgrounds, experiences, and cultures of my students as well as our society’s expectation for those students. I have come to realize that all students enter the schoolhouse doors as different individuals, no matter if they come from the same household. These same students have their own personalities, wants, likes and dislikes.
My first approach to finding out these very important traits was done by a simple task, called an interview. I feel that’s as an educator we should not be so caught up on what we can teach our students, but what we can learn from them. Many times our position or stance on a certain issue causes us to prejudge individuals, not understanding that this person’s up bringing may have initiated the way this student approaches life (yes school is a part of life). This is where my interview plays such an important role. A question about favorite foods, movies, colors, clothes, and pets tells a lot about a family’s belief.
My next step would be to conduct a home visit to meet the parents. This in home visit would take place in the home of the student; here I would ask the parents similar questions I asked the student to see how many comparisons there are, in this it lets me know that these things were passed down. It also would allow me to get to know the parents better. In contrast, some parents declined or did not want to have an actual in home visit. Not really knowing if this was a cultural issue, I suggest meeting at the school, or a place of their choosing. The meeting format however would not change.
I also would adjust some of my personal beliefs that I try to teach my students. A big social skill that I promote is establishing eye contact with whom you are speaking to. This shows the person that you are interested in what they are saying as well as to show esteem and pride in who you are. In some cultures it is considered to be disrespectful to look a person directly in the eyes, or make eye contact. My way of respecting this cultural difference without compromising what I believe to be an esteem builder is to allow the student to look away, but require an audible voice and solid, complete sentence answers.
Although some students that are being taught may be young at age, informing them of the expectations that society may place on them is imperative. Age appropriate instruction allows for the students to hear what they may be expected to do and how they are expected to perform. Some of the expectations may be negative, some may be too lofty, and some may be stereotypical; I let students know that they are their own individuals and that they should set expectations for themselves. One way that I do allow them to be individuals is with supplies, I make sure that I have enough materials to where each student can have their own specific one. This allows them to choose the one thing that they like; I try to never take away their ability of choice.
Skill 2
In my classroom it is not very hard for me to recognize and deal with dehumanizing biases, including but not limited to, sexism, racism, prejudice, and discrimination, and an awareness of the impact such biases have on interpersonal relations. When I say it is not hard, I simply mean that being an African American male, I feel that I myself have come up against these very issues. At times I have not had to deal with them directly, but in other times I have had to deal with them head on. The way that I deal with the aforementioned topics or biases is by first of all having empathy towards all the students that I encounter. I simply place myself in their shoes; as a child or youth I would not want to go anywhere and not feel safe. When those same children are with their parents they feel as if nothing or no one can harm them, by word or deed. I feel that I am an advocate for them as well; I step in and assure that each student has a voice and that they are also protected from and discriminatory practices.
I also do not allow my students to limit themselves to the stereotypes automatically placed on them by others, instead I challenge them constantly to overcome the stereotypes and work hard to be much more than anyone ever expected. If my students say that can’t, I tell them to try, if they say they can’t again, I tell them yes you can. I show them how to do things and then I allow them to go back and perform the task.
I do not allow my students to tease one another. My students are encouraged to work and play together; my students are intertwined within the classroom. No all race tables, no all-girl lines or all- boy lines, or all one gender sports. I try not to look at skin color and determine who will need the most help or who needs to be away from the group. I also do not allow my students to call any names or have “jonning contest” everyone treats everyone with respect and dignity. We talk about esteem builders, and practice giving each other compliments, calling each other Mr. or Ms. Is a very big activity that my students enjoy participating in. Focusing on the students strengths and abilities, removes the doubt that each one may have, this allows for high self-esteem and it eliminates the need to make them feel better by embarrassing someone else.
Skill 3
In my classroom I have shown the ability to translate knowledge of human relations into attitudes, skills, and techniques which results in favorable experiences for the students by demonstrating and being an example of those same attitudes, skills, and techniques the students themselves should possess. I feel that a teacher should represent what a role model should be. Students are with their teachers at least six hours a day. Not only are they with them in a confined area, but they are with them in a capacity that is conducive for learning.
Students look up to their teachers as someone who they feel will have their best interests in mind. Most often the teacher is the only real sense of stability in their lives. Being able to depend upon that teacher to be there every day is a notion that cannot be taken lightly. I make it a must that I am present every day, at my door with a smile on my face, greeting not only my students and parents, but all who pass my door; including other teachers.
I also make it a priority to be well groomed and dressed in a professional manner. My clothes are clean and free of wrinkles. My shoes are clean and free of mud and dirty shoe strings. I do not do this to try to show anyone up, nor do I look down upon those who cannot afford to do what I do; however, I do realize that I am in an influential position; much like those who served as my teacher and I do further realize that my taking pride within my appearance sets an example to those who are looking up to me.
My attitude is not depicted by what occurred before I got to school, I make sure that I one pray before I enter the building and then I also shake off whatever problems or ill feelings that I may be experiencing at that time. I enjoy singing and often times I am playing age appropriate music in my classroom. I feel that this music eases the moment, is welcoming, and also introduces the students to a brand of music that they are not accustom to hearing; and also providing them with an idea of something they may want to consider as a profession one day (older students who like music m become entertainers, or producers of children music).
I also incorporate a social skill component in my classroom, we read a book on manners and then we role play and model the skills that the book teaches us. We all forget our manners at some point; however, we can always correct that forgetfulness by using another manner, by apologizing, asking for forgiveness and then saying please and thank you. In the same light we may lose our tempers or someone may intrude upon our emotions; it is genuinely up to us how we behave when someone does this. I have had to deal with several disgruntle parents and sometimes co-workers. The way I handled the situations allowed the students to see how to handle and resolve conflict without going overboard (I always try to avoid conflict in front of students).
As a former behavior trainer assistant I learned and taught others how to relax. An activity I teach my students is how to breathe correctly. I teach them to take deep breaths when they are angry or frustrated. I teach them to think of someone or something pleasant that can help take their minds off of an adverse situation. With the older students I have them write a letter to someone or talk to a friend. I feel that the ability to role play really does help prepare the students for those awkward moments at school and at home.
Skill 4
The best way that I have found to be an effective way of recognizing the dehumanizing biases that may be reflected in instructional materials, is by previewing the materials before introducing and teaching the material to my students. I have, in my early years as a teacher went into my classroom thinking that I was prepared and that the material I had was top quality material and that my students would benefit greatly from its teaching. Boy oh boy was I wrong. Once I begin to read through and present the materials to my students, I began to get a feeling inside me that didn’t feel so good. I also took a glance at some of their faces (the ones that were paying attention anyway) and the looks that I was getting made me feel even worse.
I really feel that in an effort to make money, or be an instructional pioneer, the creators do not take into account the insensitivity that may be in their work. In some instances, I further believe that some do not care. As in the instance with my teaching error, I believe that even though the material is slated for a certain age group, the content of the lesson may still not be age appropriate.
In addition to previewing the material that I introduce my students to, I also have to look at how relevant the material is to the lesson we are learning about. I have seen in some materials that the concept I’m trying to get across is not covered or may not have the sustenance of a quality lesson. I generally look to see what the best practices are in that particular area and I see what those teachers are using (within the scope of the state’s, the district’s, and the school’s curriculum) and incorporate it into my lessons.
The usage of real world literature also allows me to counteract the biases of certain instructional pieces. With such a politically correct society today, much of the dehumanizing, racist, and biased materials have been watered down. The material can also be cleansed even more with previewing and proper preparation. I use information that the students that I am instructing can relate to, my examples touch on an aspect of every race and the way that they may approach a situation within the scope of the subject matter.
Lastly, I empathize. I try to put myself in the shoes of someone wanting to learn materials that will help me to be a better person. Although students in lower grade levels are not truly thinking about what type of citizen they should be or become; they do want to learn material, in this material lies the resources for us to teach them and shape their thoughts to becoming that productive citizen. Hearing degrading facts, stories, or the viewing of films and other materials may take a toll on the young, influential minds. This in turn may produce ill feelings towards a certain race of people or God forbid, school altogether. I try to assure the sound education of all students in my classroom, if I am bother by some content in the material; I clean it up or omit it all together. My classroom is considered to be a safe place, not only from the physical danger, but from mental anguish as well.
Skill 5
Respect for human dignity and individual rights have and will always be a top priority in my room; there is no compromising in this area. I follow GOD’s commandment of treat others in the way that you would have them treat you. No one wants to be mistreated, no matter if they are the one mistreating others. I continue to stress the fact about having and showing empathy. In my class everyone is treated with respect and dignity, I make it a point not to demoralize the students with sarcasm, or tone of voice. Although I have an incredibly loud voice, I make sure that my big person voice is not broadcasted in a derogatory way. I do use this voice in instances of an attention getter, however, I do not holler at my students.
With the fact that I am the adult, teacher and authority figure; I do not allow the students to show disrespect towards me. I carry myself in such a manner that the students only see me in this manner. My dress and appearance are very important factors that contribute to this. One important way that I show respect and offer the students their own dignity is by the way that I address them, although many do not know what is occurring. Being from the south (Texas) I was raised to say “yes ma’am” (sir) and “no sir” (ma’am) or to address my elders as Mr. or Mrs. I make it a point to have my students address me in the same manner, however, the trick lies in the way that I extend the same respect to my students. To see their faces when I say yes ma’am or no sir, or better yet when I address them as Mr. or Mrs. Is a sight of empowerment for them and the results I see from their behavior and attitudes are priceless.
How they treat each other is also an important aspect of dignity and respect. I do not allow my students to be disrespectful of each other. I promote a family atmosphere in my class, I liken us to a family with a lot of members; calling it a school family. Realizing that some of my student’s home life and family times may be chaotic at times, I push the fact that at school and in Mr. Red's class we are one big happy family. In this classroom we treat each other with respect and we do not make anyone feel like they are not a part of the family.
By offering the students an opportunity to participate in certain activities is a way that I exercise their individual rights. If we are having a discussion and the students do not want to speak, I offer them a chance to say I pass. I feel that this allows them be in control of themselves and will not be embarrassed later in life to speak in front of others. In contrast they are not allowed to reframe from answering or participating in instructional based activities. We often go over certain rights that they have in school and in my class, it is amazing how they remember our classroom “Bill of Rights”. The best way that I honor my student’s right are to once again use my ability to empathize. I general follow what I feel that my individual rights are, I just translate this attitude over to them and allow for them to work on being better individuals.
Skill 6
Showing the ability to relate effectively to other individuals and to groups in a pluralistic society other than their own is often seen in my classroom because I allow my students to be themselves and bring their world to the classroom without any prejudice or judgment. I think that by allowing them to bring in their customs and beliefs actually give them a sense of belonging. Much like at home they have their toys, rooms, blankets and most importantly; their families, and customs. I realize that certain families eat certain types of dishes. These recipes and entrées have been passed down from generations. I do not try to restrict what the students bring for their lunch. Many teachers will not take to time to warm the student’s lunch in the microwave because it is deemed time consuming. This takes away from what is important to that student. I think it also introduces grand opportunities for conversations and even more important, it introduces others to different kinds of foods.
Another way that I allow the students to bring their world to the classroom is by my “Student of the Week” board. This student of the week board is a highlighted area in the classroom that places the spotlight on one particular student each week. The students know who will be the student of the week next by following along with the alphabetical order process of their last names. The student of the week is allowed to invite a family member to class and help them decorate the board however they like and include any mementos, photos or treasures that that student holds dear.
The student and their family are asked to provide the class with a small presentation on each day of that week. The presentations usually include special foods they eat, clothes they wear, holidays they celebrate and traditional songs that they like to sing. Families have presented a vast array of things in the past. This opens up the other student’s minds to things that they may have never encountered or dealt with in their life time. I have found that many customs are similar, and that many are inherently different. Many students find special interests in cultures that are different than their when the things they see are not the same as theirs, but that they are similar.
I generally always touch on the fact that we all have different likes and dislikes. I remind my students all the time that just because they have something that they like, does not mean that others will like it the same. I tell them the opposite as well, just because someone else dislikes something, does not mean that you have to dislike it as well. It is so good to see students bring in little trinkets and things, whether its candy, chips or drinks; The openness and willingness to be without judgment and prejudices always allows for us all to brighten our horizons and puts us one step closer to each other. Signature of Applicant: _________________________________
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Having personal knowledge of Carig C. Red's employment experiences, I hereby verify that the above statements are true to the best of my knowledge.
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