Time Well Spent

Congratulations everyone! We did it! Thank-you for being with me on this journey. It has been a roller-coaster ride, thrilling and scary at the same time! I have enjoyed learning with and from you all, and wish you the very best as you go ahead on your chosen path.

I also wish to say a big ‘thank-you’ to Dr. Johnna Darragh Ernst. The past eight weeks have been an amazing learning experience, and I am truly appreciative of your compassionate mentorship, and for your valuable feedback on my work. Thank-you ever so much!

Before I go…

Some deeply felt learnings from this program:

The early years are the most crucial period of a child’s life, and early experiences cast an indelible impact on their future success and well-being. Ensuring that these experiences are nurturing and growth- promoting is the professional, as well as the moral responsibility of early childhood educators.

The role of early childhood educators is not only to prepare children for immediate success, but to also imbue them with a sense of competence, confidence, responsibility, compassion, and respect for others, which is necessary for long-term success and happiness. It will help children lead optimally fulfilling lives, while also empowering them to contribute toward creating societies that are just and respectful, where everyone can thrive and succeed.

Families cast the most immediate and profound impact on the development of young children, and to optimally nurture their young wards, it is important for early childhood professionals to respect their families and build meaningful partnerships with them.

It is important for early childhood educators to not only be compassionate and respectful practitioners, but to also be agents of positive social change. They need to be abreast of the latest developments in their own field, as well as in the intersecting disciplines of science, economics, psychology, and many others that impact the well-being of children and families, so that they work toward bringing in changes that will help the field evolve and meet the  changing needs of children and families.

A long-term goal:

I have not one but many long-term goals. I wish to gain a doctorate in Early Childhood Education; write a book; open a school for disadvantaged children in India; and work toward ensuring that all children can access high-quality early childhood education. I sincerely hope that I am able to make a difference in the lives of children and families, and am also able to inspire educators that come after me to be agents of positive social change, who will commit themselves to making this world a better place for young children, and indeed for humanity itself!

Favorite quotes:

“I believe that investing in our children’s development from the earliest age is the single most important contribution we can make” –  Jay Weatherhill  

“No significant learning occurs without a significant relationship”  –  James Comer

“In play a child always behaves beyond his average age, above his daily behavior. In play it is as though he were a head taller than himself” –  Lev Vygotsky

“It’s not what is poured into a student, but what is planted” –    L. Conway                                                                                                   

My Wordle illustrating the learning I have acquired in the MSECS program

It’s time now to sign off for the last time. I can always be reached at renuka1.kalra@gmail.com

Thank-you once again! Good-bye and Good luck!

Jobs/Roles in the ECE Community: Internationally

For this week’s assignment, I explored job opportunities with various international organizations that are working to support children, families, and the field of early childhood education. Presented below are three that interested me the most.

1. Education Consultants Roster- UNICEF Europe and Central Asia Regional office.

This post interested me because it is with UNICEF, an organization “that works in over 190 countries and territories to save children’s lives, to defend their rights, and to help them fulfill their potential” (unicef.org). The post explained that the UNICEF Regional Office for Europe and Central Asia (ECA) is seeking to establish a Roster of Education experts, and selected candidates will be eligible for direct recruitment by UNICEF offices in the region for a three-year period, as consultants in their relevant area of expertise. Early Childhood Education was one of the service categories featured in the post, and the areas of expertise being sought included- inclusive early childhood education; development of learning and development standards; ECE curriculum development and implementation; assessment of early learning outcomes; teacher training and development; and parental involvement in early learning. Details of the qualifications, skills, and experience required are presented below.

Qualifications and Experience:

• Advanced university degree in one or more of the disciplines relevant to the following areas: Education, Child Development, Inclusive Education, Psychology, Human Development, or other relevant disciplines related to the above areas of work
• Eight years of demonstrated experience in the stated domain of expertise
• Computer literate (specialization in different programs including statistical software is an asset)
• Fluent in English (written and oral) and preferably at least one of the major languages used in the region
• Knowledge of political, social, and economic issues in the ECA region.

Skills:

• Able to communicate effectively with varied audiences, including through formal presentation and written communication
• Able to work effectively in a multi-cultural environment
• Able to work remotely as well as in various country offices and settings
• Able to work effectively with stakeholders from government institutions, international organizations, academia, and NGOs
• Adopt a flexible attitude and adaptability to rapidly changing circumstances.

Here is the link to the position:

https://www.unicef.org/about/employ/?job=526466

2. Education Specialist (Alexandria, Louisiana, United States).

This position interested me because it is with Save the Children, an organization that is dedicated to “giving children in the U.S. and around the world a healthy start in life, the opportunity to learn, and protection from harm.” (savethechildren.org).

The job description states that the position is responsible for the provision of comprehensive support and monitoring of child development, education, and to ensure monitoring of child educational outcomes and status of school readiness goals. The Specialist will conduct regular site visits to provide training and technical support and ensure that the Head Start and standards are maintained in all areas of programming. As a frontline representative of Save the Children the Specialist will ensure the safety and security of all children and families they come in contact with.

Qualifications and Experience:

• Bachelor’s degree in Early Childhood Education, Child Development or related field.
• Three years’ work experience in a position that directly relates to provision and monitoring of educational services and supporting teaching staff, and supervision experience.

Skills:

• Strong interpersonal, communication, and organizational skills.
• Ability to work collaboratively with other staff and community partners in the provision of high quality services and resources to families.

Here is the link to the position:

https://recruiting.ultipro.com/SAV1002STCF/JobBoard/7d92e82b-af74-464d-859b-c5b8cba6e92e/OpportunityDetail?opportunityId=6c659aa1-b7e4-4c1e-8e17-5a9412c22ced

3. Technical Advisor Early Childhood Care and Education (Pune, India)

This position, though no longer available, interested me because it provided an insight into the kind of opportunities that exist in this field in India, the country of my origin. It was posted by an organization called Asmae Association Soeur Emmanuelle, which is an international solidarity French NGO that specializes in child development. The organization aims to support vulnerable children and their families through providing tailor-made and long-lasting support to local stakeholders working on education and child protection. Its work is guided by its vision of “A fair world which guarantees that children can live and grow with dignity within their environment, to become free women and men who contribute to society”

The responsibilities described include providing technical advice and support to the Asmae Team on all matters concerning Early Childhood Care and Education; strengthening partners’ capacity in the field of Early Childhood Care and Education; and managing and contributing to the organization’s networking and external communication.

Education and Experience:

• Master’s degree in Early Childhood Studies
• At least 5 years of teaching and training experience in the field of Early Childhood Education
• Experience in NGO and/or association and/or direct work with children
• Experience with developing ECCE projects and programs

Professional skills:

• Good knowledge of the Indian Early Childhood Care and Education Sector (Governmental and Private)
• Good Knowledge of Curriculum, Policies, Quality Standards, and legal frameworks for ECCE in the Country
• Excellent working knowledge of the main educational and pedagogical approaches
• Good teaching and facilitation skills.
• Observation, analysis and synthesis capacities
• Fluency in English and in Marathi

Here is the link to the position:

https://uncareer.net/vacancy/technical-advisor-early-childhood-care-and-education-171677

Jobs/ Roles in the ECE Community: National/ Federal Level

My search for job opportunities with national/ federal level organizations, for this week’s assignment, presented me with some interesting choices. Presented below are the opportunities that appealed the most to me.

  1. Advocacy Mobilization Specialist

This opportunity appealed to me because it is with Zero to Three, “the nation’s leading non-profit organization that provides parents, professionals and policymakers the knowledge and know-how to nurture early development” (zerotothree.org).

The position in based in Washington D.C., and the job description explains that the Advocacy Mobilization Specialist will work with the Advocacy team to develop and implement advocacy campaigns on infant-toddler issues, including strategies that mobilize early childhood professionals and parents in digital advocacy; serve as a lead contact for family engagement on annual Advocacy Day; develop and contribute to a wide range of advocacy and communications materials; implement strategies to grow ZERO TO THREE’s advocacy network; collect and evaluate advocacy data; contribute to funding reports and proposals; as well as perform other functions to support the work of the ZERO TO THREE Policy Center.

Essential Skills and Experience:

• Demonstrated knowledge of advocacy strategies to grow and mobilize networks, including digital organizing and social media.
• Experience with digital advocacy platforms.
• Knowledge of policies affecting young children.
• Strong writing, editing, and proofreading skills, including an ability to write persuasively in a variety of formats, such as emails, talking points, and social media posts.
• Strong organization and time management skills with the ability to manage multiple and changing responsibilities effectively.
• Highly dependable with the ability to work in a “team-oriented environment.”
• Ability to travel, including occasional overnight stays.
• Strong interpersonal skills.
• Ability to solve practical problems and deal with a variety of concrete variables.
• Experience with Microsoft Office.
• A minimum of 5 years of related experience in advocacy work.

Essential Qualities:

• Encourages and practices critical thinking
• Prioritizes a commitment to equity, diversity, and inclusion
• Is self-reflective and empathic
• Recognizes the influence of workplace relationships on outcomes and results
• Maintains a respectful and accepting approach to others
• Awareness of the influence of the larger context on individual behavior
• Collaboratively and creatively supports the work efforts of colleagues at all levels and in all areas of the organization

Education:
Bachelor’s degree in a related field.

Here is the link to this position:

https://www.zerotothree.org/resources/1185-careers-at-zero-to-three

 2. Research Associate

This position is with the American Institutes for Research (AIR), one of the nation’s foremost behavioral and social science research organizations, that works with clients to examine a wide range of projects from early childhood development to adult education as well as individual and organizational performance. The position is for the organization’s Washington, D.C. office, and the details of the responsibilities and the qualifications required are indicated below. Although I realize that the position requires competence in quantitative and/or qualitative analysis, which I might not have currently, it appealed to me because it is related to research in the field of early childhood education, and research is an area of interest to me.

Responsibilities:

Lead tasks and projects related to early childhood development and education • Conceptualize problems in early childhood research and evaluation and designing studies to address them • Contribute substantively, thoughtfully, and creatively to projects • Select and conduct appropriate statistical analyses of moderate complexity and interpreting results in a meaningful, policy-relevant, and appropriate way • Write reports, briefs, proposals and other documents that are clear, concise, thoughtful and contribute substantively to the field • Manage client and stakeholder relationships in ways that are respectful and demonstrate knowledge of the field and policy landscape • Demonstrate cultural competence and sensitivity in all interactions with colleagues, stakeholders, and study participants.

 Qualifications:

Master’s degree in psychology, education, child/human development, other related field • Experience collecting data from the field using a variety of methodologies and data collection techniques such as structured interviews, observations, and survey research • Qualitative and/or quantitative analysis skills • Fluency in Spanish, Mandarin, Cantonese, or Vietnamese preferred.

Here is the link to the position:

https://www.google.com/search?rlz=1C1CHBF_enCA806CA806&sxsrf=ACYBGNSNRd3BZ1HzNXlWkIuW8gbTFYcwVg:1569173567623&ei=P7CHXenDJcKU-gTkuZbgCQ&q=Research+jobs+in+the+field+of+eraly+hcildhood-+USA&oq=Research+jobs+in+the+field+of+eraly+hcildhood-+USA

 3. Education Director

This position caught my attention because it is with Head Start (Bronx, New York). The job description states that the position is responsible for the overall administration and supervision of the Child care Site, in collaboration with the Site Director. The details of the skills and qualifications required are presented below.

Skills:

• Demonstrate leadership qualities, mature judgment, and the ability to work cooperatively with people.
• Ability to establish and maintain professional relationships and sound educational programs; to be articulate, pleasant and resourceful
• Willingness to utilize any training available to improve administrative and supervisory skills, as well as understanding of fiscal and budgetary management.
• Excellent time management skills

Qualifications:

• Valid NY State Teacher’s Certificate Professional/Initial (or equivalent certificate from another state, which is recognized by the New York State of Education) Birth to two or Nursery to six
• Master’s or Bachelor’s degree must be in Early Childhood Education.
• Course work or Credential in School Building Leadership or Administration.
• Two years group teacher’s experience plus academic course work pertinent to the appropriate age levels.
• A minimum of three to five years administrative experience in early childhood.
• Knowledge of Head Start Performance standards, Early Learn/ACS ECE requirements, DOHMH licensing and DOE UPK.
• Excellent written and oral skills.

Here is the link to the position:

https://eclkc.ohs.acf.hhs.gov/job-center/job/64801

Exploring Roles in the ECE Community: Local and State Levels

For this week’s assignment, I searched for ECE jobs in the state of Maryland, and my search yielded some interesting results. Here are the postings that appealed the most to me.

1. Child Development Specialist

This is a position with the Anne Arundel County Department of Social Services. The position requires overseeing the operation of the Child Development Center program at the Family Support Center in Annapolis, MD. The job description states that, “ The CDS will provide supervision to the child development assistants, assist with the care, safety, and well-being of all of the children, implement a developmentally appropriate program for infants and toddlers, provide informal parenting education to participants in the center, and attend all trainings required by the sponsoring agency and Maryland Family Network.”

Required Qualifications:

• A bachelor’s degree in Early Childhood Education, Special Education, or related field from an accredited college or university. Master’s degree in Early Childhood Education preferred.
• Minimum of two years supervised classroom experience with children zero through three years old.

Supervisory Experience: Minimum of one year experience in direct supervision.

I found this posting on indeed.com, and though the position is no longer available, I chose to put it here because this is an opportunity that I would have liked to pursue. The job description is interesting and it is a position with the county.

Here is the link to the position:

https://www.indeed.com/job/child-development-specialist-6edb848bad95e760

2. Education Program Specialist I (Early Literacy Specialist (part-time))

This position interested me because it provided an insight into the kind of skills needed to work with the Maryland State Department of Education. For this particular position I would need to develop grant management experience, and acquire some additional knowledge related specifically to the Maryland education system, along with the skills I already possess.

The job description states that this is a 50% part-time contractual position, which is “responsible for providing leadership and oversight for Maryland’s Early Literacy Initiative program and is responsible for providing support and technical assistance in all matters pertaining to grant implementation.” The required qualifications are:

Education:  A Master’s Degree or equivalent 36 post baccalaureate credit hours of course work in Education, Education Administration/Supervision, Literacy, Reading/English Language Arts or a closely related field.  Certification in Early Childhood Education, Reading and/or English Language Arts is preferred.

Experience: Four (4) years of professional teaching or administrative/supervision experience in or affiliated with an education program, including two years of experience coordinating or administering an education program directly related to the position; grant management experience is preferred.  Experience with an Early Childhood or Elementary English Language Arts education program is preferred.

Essential Requirements: Knowledge of the Maryland College and Career Ready Standards and the Maryland comprehensive Literacy Plan; knowledge of early literacy programs; knowledge of curriculum and evidence-based instructional practices in English Language Arts and literacy; skill in implementing, monitoring, and evaluating education programs; skill in developing and presenting professional learning programs; knowledge of school improvement programs; skill in monitoring and documenting grant financial activity; skill in organizing/ managing multiple tasks and timelines; ability to work as a team member; ability to establish and maintain effective working relationships; ability to communicate effectively, both orally and in writing.

This position can be viewed by copying and pasting the link below.

marylandpublicschools.org/about/Documents/HR/jobs/Curriculum-Assessment-Instruction/PA%20-%20%20Ed%20Prog%20Spec%20I%20-%20Early%20Literacy%20Specialist%20-%20CTR%20219586.pdf

3. Early Childhood Adjunct Faculty Pool

This is a position with the Howard Community College in the Howard County of Maryland, inviting applications from individuals interested in being included in a pool to hire adjunct (part-time) faculty for Early Childhood Development when a need arises. The position interested me because I would love to teach at a community college, and a part-time position would offer a foot in the door!

The mission of the college is “Providing pathways to success,” and it upholds the values of

Innovation
Nurturing
Sustainability
Partnerships
Integrity
Respect
Excellence
Service

The position requires a Master’s degree in early childhood, and it is preferred for candidates to have prior teaching experience.

https://howardcc.interviewexchange.com/jobofferdetails.jsp?JOBID=97815&CNTRNO=1&TSTMP=1567342969068

4. After-School Program Instructor 

This post caught my attention because it is quite unique and sounds very interesting. It is with a non-profit educational organization called the Irvine Nature Center. The organization offers programs of environmental studies and natural science to children and adults of the greater Baltimore area, and their mission is “to educate and inspire current and future generations to explore, respect and protect nature”.

The position requires preparing for and leading outdoor environmental education for after-school programs, with elementary-aged children, and supervising program volunteers and interns.

The required qualifications are:

• Major in Early Childhood Education, Elementary Education, Outdoor Education, or Human Services. Natural sciences, social work, or related fields also considered
• Applicants must be interested in natural sciences, environmental and science education, outdoor recreation, or related fields
• Work experience with children
• Strong interest in the environment and natural history
• Strong interest in education
• Excellent communication skills
• Familiarity with (or enthusiasm to learn) a variety of environmental education activities
• Your own transportation

This posting has piqued my curiosity to search for similar, full-time positions with this organization, and also to explore further to see if there are other organizations that offer similar opportunities.

The link to the posting is

https://jobs.marylandnonprofits.org/job/after-school-program-instructor-owings-mills-maryland-3661

Hi everyone,

Here is my Worldle, with the words in the larger font- early years, play, nurturing relationships, developmentally appropriate, and advocacy- highlighting the concepts, ideas, and issues that are of key interest to me, and those in the smaller font, being words that are related to or representative of the key concepts.

Thank You!!

Another credit has come to an end, and as we move ahead to our specializations (can’t believe it !), I wish to say a big “thank-you” to all my colleagues. I learned a lot from everyone and am grateful to you all for sharing your experiences, ideas, and knowledge, and also for your valuable feedback on my discussion posts. I wish you all the very best as you move ahead on this journey, and hope that your hard work brings rich rewards and helps you realize your dreams and aspirations. Good Luck!!

I would also like to thank Dr. Parrish for her mentorship, and her valuable participation in our learning. I learned a lot about communication competence and believe that it is a skill that will serve me well personally as well as professionally. Thank you!

Adjourning of a Team

As I recall the different groups that I have been part of, and the good-byes that came when the groups adjourned, many thoughts and emotions run through me. Good-byes are hard because the sense of belonging that a good connection within a group fosters is precious, and leaving the group creates a sense of loss. Leaving a high-performing group is probably the hardest because there is a strong sense of cohesion, group members identify closely with the team, and belonging to a successful group provides a boost to a person’s self-esteem. However, in general, it is the emotional connections and the sense of community and belongingness that being part of a group fosters, that makes partings difficult.

The group that I found hardest to leave was the drama club in the final year of high school. Our drama teacher was great, and we were an enthusiastic group of youngsters who did not mind staying back after school to practice or help with painting the stage, making our props, and drawing-up posters to advertise our play. We became especially close two months before we went on stage, with rehearsals taking place almost every day. We spent time together in classes, during rehearsals, and even on the weekends, helping each other practice our parts. We were all intensely committed to our play, extremely excited to perform, and our passion bound us together. The play went really well and to celebrate our success we all went out for dinner, the weekend after our performance. It was nice that we had a formal celebration to mark the end of our team endeavor, but it was sad too. Saying goodbye was hard because I had thoroughly enjoyed being part of the team and of a great performance. I had also developed close friendships, and it was sad to think that the time we spent every day with each other, and the daily rehearsals that we so looked forward to, had come to an end. Moreover, it being my final year, meant that I would not be able to work with the drama club anymore, which made me feel even sadder. We said goodbye amidst smiles, tears, and hugs, and promised to stay in touch.

Our group disbanded, but happily, I forged some strong bonds and am still friends with quite a few of the cast and crew. Whenever we talk about our school days, we talk about our play, and it is always with nostalgia. It was a rewarding experience, made wonderful by the people who worked together to make it a success, and one whose memories we will always cherish.

Adjournment of teams, though sad, is essential to officially mark the successful achievement of team goals, giving team members a chance to reflect upon their experiences, feel proud of their accomplishments, and “capture best practices for future use” (Abudi, 2010, p.3).  Even if a project was unsuccessful, the process of adjournment provides the opportunity to examine what happened and to “capture lessons learned for future projects” (Abudi, 2010, p.3).  Adjournment also allows team members to formally say good-bye to each other and wish each other luck as they move on to their next endeavor.

When I think of adjourning from the group of colleagues I have formed while working on my master’s degree, I have to say that though I am only a few credits away from the culmination of this program, and am looking forward to accomplishing my goals, I will certainly be very sad to say goodbye to this online community that I have been a part of for more than a year. I believe that we are a wonderful team, working together, sharing ideas, insights, and experiences, and learning from each other. When our course finally ends, although I will say goodbye to everyone on the online portal, I hope to see them at the commencement ceremony, and personally wish them the very best for their future endeavors. For now I want to say “thank- you,’’ to everyone for all their support, and remind them to “hang in there” because the goal is in sight!!

Reference

Abudi, G. (2010). The five stages of team development: A case study. Retrieved on February 16, 2019 from

http://www.projectsmart.co.uk/the-five-stages-of-team-development-a-casestudy.html

Conflict Resolution Strategies

I work at a family resource center, and we facilitate different, age-appropriate programs for children. Recently a new educator has joined our team, and I find that she does not put away program materials appropriately, or leave the room tidy and ready for the next program. Consequently when I go in after her, not only do I have to first tidy the room, I also struggle with finding program materials because they have not been put in their proper place. I have been avoiding bringing up the issue with her because I do not want to create unpleasantness, but the lack of organization and the extra work is causing me stress and frustration. However, after this week’s readings, I have realized that if I continue to avoid discussing the issue with her, my resentment will continue to build up, and might lead to strained relations and unpleasantness, possibly without her being aware of what’s causing me to be distant. I have decided that I will ask to speak with her privately, and will use nonviolent communication strategies and the 3R’s to help resolve the situation. I will express myself in an honest, straightforward, yet non-accusatory manner, and be willing to listen empathetically to what she has to say.  I will be respectful and responsive to her feelings and needs, and would be willing to work with her to find a solution (possibly helping her understand how we organize and arrange our program materials) so that we can work together amicably and productively. I believe that by addressing the problem and working together to resolve it, we will not improve the quality of our relationship, we will also be able to create better and more organized environments for the children and families who visit the center.

I have found this week’s resources very useful in terms of providing us with strategies that can be effectively used to resolve conflicts. I believe that nonviolent communication and the 3R’s inspire genuine, respectful and responsive connections. They would be excellent resources to draw on to resolve any kind of conflict and are invaluable skills for early childhood professionals. I intend to employ my knowledge of these skills to improve and strengthen my personal and professional communications and develop harmonious, conflict-free relationships. I hope my colleagues have found this week’s resources insightful too, and I would love to hear from them how they have learned to be more effective communicators as it relates to conflict resolution.

References

Chesire, N. (2007). The 3 R’s: Gateway to infant toddler learning. Dimensions of Early Childhood, 35 (3), 36-38. Retrieved on February 9, 2019 from

https://eds-a-ebscohost-com.ezp.waldenulibrary.org/eds/pdfviewer/pdfviewer?vid=1&sid=9bc76f07-2c41-42bf-b3ab-7a5bfb464712%40sessionmgr4008

The Center for Nonviolent Communication. (n.d.). The center for nonviolent communication. Retrieved on February 9, 2019 from

www.cnvc.org

 

 

Who Am I as a Communicator?

This week’s assignment was quite interesting. It was insightful to see the differences between how I view myself and the way others gauge my communication skills. One of the things that surprised me was that my husband and colleague rated my communication anxiety level lower than I did. I know that I get very nervous and anxious if I have to speak in public, and my husband knows it too, yet his assessment showed my anxiety level to be ‘moderate,’ as did my colleague’s. On discussing the assessment with them, and listening to their perception of my communication behaviors, I learned that I come across as more calm and collected than I personally feel! I guess that is a good thing, but I do know that I have to work on my fear of public speaking.

I would like to share two interesting insights that I gained in the course of this week’s assignment:

1. People who we admire as competent communicators, and compare ourselves unfavorably to, are not necessarily very different from us. I realized that my husband and my colleague, whom I consider to be fearless communicators, are not without apprehensions when it comes to public speaking. However, by proactively seeking opportunities to practice their public speaking skills, they have learned to manage their anxieties and conduct themselves confidently in such interactions. I learned that I too can start improving my communication skills by adopting the same strategy.
2. An important component of success in communication endeavors is preparation. When we give some thought to the situation we are about to step into, anticipate possible questions and challenges, and are prepared with the knowledge required to address different viewpoints and opinions, we are able to present ourselves competently. This boosts our confidence, improves our self-esteem, and makes for successful interactions.

I believe that by committing myself to improving my communication skills and adopting the strategies mentioned above, I will be able to gradually overcome my fear of public speaking and be a more competent communicator in general. This will not only serve me well in my professional life, as I interact with colleagues, other professionals, and families, but will also boost the quality of my personal interactions.

 

Cultural Diversity and Communication

I believe that in today’s world, where we communicate across diverse contexts and cultures, and with different groups of people, our communication is largely influenced by who we are interacting with. I have found that my communication is more relaxed and easy when I am interacting with friends and family, and with people from groups that I have an affiliation with, on the basis of race, religion, gender, political beliefs, and other such variables. On the other hand, my communication is more formal and measured when I am interacting with other professionals, or with people from groups/ backgrounds that I have little or no familiarity with.  However, certain aspects of my communication remain the same regardless of whether I am interacting with friends, family, other professionals, or complete strangers. I always strive to communicate respectfully, ensuring that my verbal and non-verbal communication is polite and inoffensive and that I listen attentively.

With all the information on communication that I acquired this week, three strategies that I believe would help me communicate more effectively with diverse groups are:

Avoiding stereotyping people- It is important that I recognize that not only is there variance across and within cultures, but also that each person is a unique individual, with their own ideas, beliefs, values, and opinions. It is therefore very important to be open-minded, and not assume that all people who belong to a particular group will think and act the same way. Having a non-judgmental attitude, free of bias and preconceived notions, will help me communicate in an authentic manner, interact in ways that are respectful of the unique beliefs and values of my communication partners, and establish harmonious relationships.

Becoming ‘other-oriented’- It is very important that I listen attentively, ask relevant questions in order to understand my communication partner’s world view, be willing to embrace differences, and open to seeing matters from their perspective. Only then will I be able to communicate with true empathy, because only then I will be able to understand what they are thinking and feeling, and will be able to respond in a manner that they deem appropriate. Called the Platinum Rule of Communication, this strategy will allow me to have meaningful conversations with others and will help me attain my communication goals, or arrive at mutually acceptable solutions, amicably.

Engaging in self-reflection- It is very important for me to self-reflect and evaluate my competence in communicating with people from diverse cultural contexts.  By engaging in introspection; incorporating the feedback that I get from other people (directly or indirectly) regarding my communication style, and by employing professionally designed assessment instruments, I can get an understanding of my communication strengths and weaknesses. I can use the insights gained to bring about desired improvements and be a better and a more effective communicator.

I believe that by employing the strategies stated above, and adapting my communication style to suit cultural, relational and situational contexts, I will be able to boost my communication skills and consequently the quality of my interactions with others.

References:

Beebe, S. A., Beebe, S. J., & Redmond, M. V. (2011). Interpersonal communication: Relating to others (6th ed.). Boston, MA: Allyn & Bacon.

O’Hair, D., Wiemann, M., Mullin, D. I., & Teven, J. (2015). Real communication (3rd. ed).New York: Bedford/St. Martin’s.

Vuckovic, A. (2008). Inter-cultural communication: A foundation of communicative action. Multicultural Education and Technology Journal, 2(1), 47–59.