Practicing Awareness of Microaggressions

When communicating with young children, one should show them sensitivity, respect, reflective listening, acceptance as well as allowing space for their unique self.  Lisa Kolbeck states that teachers need to watch children’s play and ask questions.  Their play ideas are often “metaphors” for what children are thinking.  When teachers develop a safe play listening place they help guide in relationships so children can play together with adult guidance.  They ask questions about their play such as “What do you need to play?”.  Sensitive adults help children use their imagination instead of interrogating them through the use of “I” statements.  An example of this might be “I love cats” so then they see the child act out being a cat through their imagination (Laureate, 2011). 

Teacher language is also important in children’s development.  It helps build their perception of their self and others as well as conveying and constructing meaning.  It also helps facilitate literacy.  Teachers words and how they use them create meaning for children as well as for themselves. Teachers should use descriptive language and specific words as if they are “thinking aloud” during their actions. Feedback to children should also be specific and more than just a “Good job” or “I love it!”.  Teacher language should show respect for ideas and it should have a balance of teacher/child talk.   It should also allow children to initiate ideas and encourage participation (Dangel & Durden, 2010).  

For my observation, I choose to observe our assistant principal interview a particular first grade child with a behavior issue.  I chose this because I feel she is very good at getting to the root of the problem without damaging a child’s self-esteem even if the child did something they were not supposed to.  This particular child took something off my desk without permission after I asked him to put it back.  He then proceeded to argue with me that it belonged to another student.  After I told this child we would address it later, he would not let the issue go or give the object back.  

Admin:  Tell me what happened.  

Child:  I took Bradley’s tape of Miss Hershey’s desk.  

Admin:  Why did you do that?  

Child:  The tape belonged to Bradley.  Denver took it and would not get it back so I tried to get the tape back for Bradley.  I was not trying to take the tape from Bradley.  I was trying to help him get it back.  Then Miss hershey came over and took it and it really belongs to Bradley.  

Admin:  How did that make you feel?

Child:  I was frustrated because my friend’s tape was taken and he no longer had it.  I got mad because I was trying to help and Bradley still lost his tape.  I wanted it to go back to Brad. 

Admin:  I understand that you were frustrated and angry.  I would be frustrated too.  But what could you have done differently?  

Child:  I could have told Miss Hershey what have happened instead of taking the tape off her desk without permission.  

Admin:  Yes next time it would be better to do that.  I understand how you felt but Miss Hershey did not know who the tape belonged to and you need to ask permission before taking something off her desk.  I am sure she would have asked the same questions I just did to find out who the tap belonged too.  I’m sure you will make a better choice next time. Thank you.  

I know this observation did not really reflect play or instruction, however, I felt it was a very good balance of teacher/child talk.  This child was allowed to build a better perception of himself because they adult asked the right questions as to why he took the tape of my desk.  His self-esteem was not harmed because he was allowed to talk about his feelings and how he was trying to help his friend out who lost his tape.  He was also allowed to make the connections between how he felt about the situation as well as how he still needed to follow the teacher’s direction.  He was guided to thinking about a better choice that would still solve the problem of the missing tape and help his friend.  The teacher made sure his feelings were heard and understood helping him make sense of how he felt and how those feelings played out in the situation.  I thought this conversation was not a “You were wrong and I am right” conversation. It was more of a “think aloud” strategy that worked the child through his thoughts, feelings actions and how they impacted others.  

Rainer Dangel, J., & Durden, T. R. (2010). The Nature of Teacher Talk during Small Group Activities. Young Children, 65(1), 74–78. Retrieved from https://ezp.waldenulibrary.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ898680&site=eds-live&scope=site

Laureate Education, Inc. (2011). Strategies for working with diverse children: Communicating with young children. Baltimore, MD: Author