Paper Fail
Mar. 17th, 2015 07:51 pm![[personal profile]](https://www.dreamwidth.org/img/silk/identity/user.png){kind=small}
yonkyuWell, I got my paper back and I failed it completely. I got a 2.20 out of a 4.0 - let's just say that it's a D for a letter grade. Plus, not a grade I wanted to come home too, either.
I have managed my way through 6 classes. So I have made an appointment at the Writing Center. I hope it helps because it took a toll on my confidence with writing. I'm trying to LEARN and get a sense of WHY my writing is horrible. I mean it sucks and after looking it over - I'm not surprised I failed. My sentences are horrible and don't make any sense. I'm impressed that I made it this far without much comment to my grammar. Well, I hope the tutor at the writing center can help me out.
My comment - Please be sure to carefully proofread. I appreciate your overview but many of your sentences were hard to process. Consultation with the Walden Writing Center would be beneficial. I would suggest being more direct in each of your sentences.
Which I had proofread before sending BUT completely missed the errors.
So here it is - take a look at it yourself - it's horrible. Grade well deserved.
Observing Communication in Action
I made two different observations based on communication skills by observing my colleagues in a classroom setting during naptime and the young children interacting with each other during an art activity. The two observations I made showed young children and adults have similar verbal, nonverbal, and listening communication skills when deep in a conversation. The two adults were having a conversation about the children in the classroom and the best ways to support their development skills in the classroom. They sat in a quiet area of the classroom and spoke with each other with high respect for the different ways they would support the young children in their classroom. When I observed the children in the classroom, each child is at their own level of language development which plays a factor in their communication skills. Some children are able to use words and complete sentences when having a conversation with the other children while some children are using sounds to communication their needs and want towards others. The children are in a toddler classroom, where the children age from fifteen months old to two years old and nine months. Each child communications in their own way based off of their ability with language and communication skills. I will discuss and share the verbal, nonverbal, and listening communication skills I observed in these two different situations within the classroom at an early childhood program.
The verbal communication skills I observed in each situation were the use of language as a means of control, to share information, and to express feelings (O’ Hair & Wiemann, 2012, pp. 102-103). As I observed the two adults communication about the different ways they could support the children progress in their development skills; I saw the use of language as a means of control. One teacher used language from her years of schooling and her sophisticated use of vocabulary was controlling the outcome of the conversation and outlooks for the benefits they are able to decide on to best support the children in their classroom (O’ Hair & Wiemann, 2012, p. 102; Personal observation, 2015). One teacher used her years within the field and education to control the situation and the way the conversation was going to go while the other teacher did her best to get a word in on a high level as her colleague (O’ Hair & Wiemann, 2012, p. 102). Then without thought the other teacher takes a deep breath and takes control over the conversation to get her point across with the use of experience within the field despite the short amount of time being in the early childhood field to start off with. She made a point to gain control of the situation to speak about the children and the way they will work together in supporting the children achieve their goals (O’ Hair & Wiemann, 2012, p. 102; Personal observation, 2015). I even saw the same notion of control among the children in the classroom. The older the child was used their language to control the situation and the use of various toys that other children wanted to use and play with. One child uses their form of language to control the situation and the play within the block area where the children are building with the blocks. Some of the children are telling the other children “No, my block. My tower,” while the other child looks ready to say otherwise and try to find a way with their language to partake in the building (Personal Observation, 2015). When the younger children try to communicate verbally with the older students they do their best to take a stand to join in the play of building with blocks.
The teachers who are in a conversation about their plans for supporting the children progress in a manner to help them develop into themselves use their language to share information (O’ Hair & Wiemann, 2012, p. 102). They take turns in informing each other about what their plans are on the best way to help each child develop their skills to be the best they can be within the world (O’ Hair & Wiemann, 2012, p. 102; Personal observation, 2015). The teachers take a turn in sharing valuable information about the children and what strategies or techniques they could use on each child including the possible challenges they could face once those ideas are used by the children (O’ Hair & Wiemann, 2012, p. 102; Personal observation, 2015). The teachers think about the pros and cons of the strategies and techniques they have come up with to try with the children in their classroom. They felt comfortable to share their struggles and challenges they could face with their new plan for the children but prepared to deal with the challenges they could face in the future. When I observed the children they were sharing information about the food they were eating lunch. They teachers helped get the conversation started, but the children were able to tell one another what they thought the chicken and if the food they were eating was hot or cold. The children even shared information about them being done with eating and clearing their area to head for their mat to take a nap (O’ Hair & Wiemann, 2012, pp. 102-103; Personal observation, 2015).
The last verbal communication skill I saw from both my observations were the use of language to express feelings. The teachers expressed themselves at how they were feelings with their struggles and challenges they were facing in the classroom. They wanted to share this information for them to know where they were coming from. “I can’t feel like this anymore, I have a hard time controlling his aggressive behavior” (Personal observation, 2015). The other teacher validated her colleague’s feelings about her struggles with a certain situation based upon a child that was dealing with their own struggles (O’ Hair & Wiemann, 2012, p. 103). Each teacher took the time to express their thoughts and concerns about their situations with each child they are working with on a regular basis, but they agreed with each other on their shared feelings about how they felt about dealing with it in the only way they can, by supporting each other through it and together (O’ Hair & Wiemann, 2012, p. 103; Personal observation, 2015). The children were able to express their feelings as well towards their peers during certain situations they were facing in the classroom. I observed children taking toys from other children while the child who had the toy would shout, “No mine toy, I use it,” while they are crying with tears running down their face (Personal observation, 2015). The teachers have a poster on the wall with different feelings printed on it. I saw one child walk up to the poster and point to the sad face and say, “I’m sad and I want my mommy,” as she began to cry (Personal observation, 2015). The child was telling another child that did not seem interested in her mommy until the child said, “I want my mommy, me sad too,” as he began to cry as well (Personal observation, 2015). They children went to see their teacher who comforted them both and assured the children that they would see their mommy again after school (Personal observation, 2015). The children felt comfortable to express their feelings and be validated for their feelings the best way they know how do for each other. Each child who wanted their mom gave each other a hug (O’ Hair & Wiemann, 2012, p. 103; Personal observation, 2015).
The nonverbal communication skills that I saw throughout the observations is eye contact and gestures. When the teachers and students were deep within their conversation they held eye contact throughout the entire conversation. The teachers were never distracted and were able to stay focused on their goal of finding ways that would best help their students become success for their next journey to preschool (O’ Hair & Wiemann, 2012, p. 137; Personal observation, 2015). The teachers waited until the students were sleeping to have their discussion about the children and moved themselves to another area of the room to have a more private conversation about their topic. They did not want to express themselves near the children in case they woke up and chose to listen to the conversation being held about them (Personal observation, 2015). The children looked at each other when they were engaged in a conversation with one another. They would turn their head or body to face the person they were speaking with or solving a problem to look at one another while they discussed the situation (Personal observation, 2015). Each child focused on their peer they were talking to compared to being distracted and looking all around the room (O’ Hair & Wiemann, 2012, p. 137).
I noticed the teachers and children use gestures throughout their conversations with others during my observation (Personal observation, 2015). The teachers would more their hands, legs, head and body around during the conversation to add to what they needed to get across to the other person (O’ Hair & Wiemann, 2012, p. 135). Each teacher used the form of emblems, illustrators, regulators, adaptors, and affect displays to help get their point across when communicating information of importance (O’ Hair & Wiemann, 2012, p. 135). It helps strengthen their cause of importance that they are trying to get their point across and have their feelings validated by their co-teacher and teammate in the long run of working together (Personal observation, 2015). The children used their hands and feet most of the time to get their thoughts across to their peers. Each child seemed to speak with their hands and feet moving around them at all times (Personal observation, 2015). They used these gestures to clearly get the toy they are after and be able to use whether their peers want to give it to them or not (Personal observation, 2015). It is the only language that the children have with each other that gets the job done and acquire their needs and wants through gestures they can understand (O’ Hair & Wiemann, 2012, p. 137; Personal observation, 2015).
I was quite impressed at how much the children and teachers responded in the same fashion and manner during a conservation with another person. Though it does make sense when the children are learning about language and communication skills from their teachers and family. Everyone is an observer and watch the way others communicate with each other and what ways and skills are the best to use when communicating with children, families, and early childhood professionals (O’ Hair & Wiemann, 2012, p. 135). I saw the similarities between the children and teachers verbal and nonverbal communication skills with clear notice and understanding (Personal observation, 2015). We all learn in infancy the way to communicate with others through the use of our verbal and nonverbal communication skills (O’ Hair & Wiemann, 2012). These skills follow us throughout our lives and help us support others to gain their sense of knowledge on the communication skills that best suits their needs in any given situation. I saw the teachers and children use their abilities of knowledge they have gathered over the years to help them become a competent communicator (O’ Hair & Wiemann, 2012).
I learned that everyone still has room for improvement and strengthen their communication skills with others by observing others in conversation and through practice over time. It is important to be aware of the context and situation a person is in when they are communicating their thoughts, views, and ideas about topics of importance. We all want to be validated for our feelings and how to express ourselves at the moment but doing it all in a manner that respects others and yourself. I learned the importance of taking a chance at expressing myself towards others and using my verbal and nonverbal communication skills to help me get them out in the open that others can understand to offer the support I am seeking from them (O’ Hair & Wiemann, 2012). I am aware my communication skills play a factor in the outcome of the situation and how I want to get the information I need to share out towards the children, families, and early childhood professionals I interact with on a regular basis.
I have managed my way through 6 classes. So I have made an appointment at the Writing Center. I hope it helps because it took a toll on my confidence with writing. I'm trying to LEARN and get a sense of WHY my writing is horrible. I mean it sucks and after looking it over - I'm not surprised I failed. My sentences are horrible and don't make any sense. I'm impressed that I made it this far without much comment to my grammar. Well, I hope the tutor at the writing center can help me out.
My comment - Please be sure to carefully proofread. I appreciate your overview but many of your sentences were hard to process. Consultation with the Walden Writing Center would be beneficial. I would suggest being more direct in each of your sentences.
Which I had proofread before sending BUT completely missed the errors.
So here it is - take a look at it yourself - it's horrible. Grade well deserved.
Observing Communication in Action
I made two different observations based on communication skills by observing my colleagues in a classroom setting during naptime and the young children interacting with each other during an art activity. The two observations I made showed young children and adults have similar verbal, nonverbal, and listening communication skills when deep in a conversation. The two adults were having a conversation about the children in the classroom and the best ways to support their development skills in the classroom. They sat in a quiet area of the classroom and spoke with each other with high respect for the different ways they would support the young children in their classroom. When I observed the children in the classroom, each child is at their own level of language development which plays a factor in their communication skills. Some children are able to use words and complete sentences when having a conversation with the other children while some children are using sounds to communication their needs and want towards others. The children are in a toddler classroom, where the children age from fifteen months old to two years old and nine months. Each child communications in their own way based off of their ability with language and communication skills. I will discuss and share the verbal, nonverbal, and listening communication skills I observed in these two different situations within the classroom at an early childhood program.
The verbal communication skills I observed in each situation were the use of language as a means of control, to share information, and to express feelings (O’ Hair & Wiemann, 2012, pp. 102-103). As I observed the two adults communication about the different ways they could support the children progress in their development skills; I saw the use of language as a means of control. One teacher used language from her years of schooling and her sophisticated use of vocabulary was controlling the outcome of the conversation and outlooks for the benefits they are able to decide on to best support the children in their classroom (O’ Hair & Wiemann, 2012, p. 102; Personal observation, 2015). One teacher used her years within the field and education to control the situation and the way the conversation was going to go while the other teacher did her best to get a word in on a high level as her colleague (O’ Hair & Wiemann, 2012, p. 102). Then without thought the other teacher takes a deep breath and takes control over the conversation to get her point across with the use of experience within the field despite the short amount of time being in the early childhood field to start off with. She made a point to gain control of the situation to speak about the children and the way they will work together in supporting the children achieve their goals (O’ Hair & Wiemann, 2012, p. 102; Personal observation, 2015). I even saw the same notion of control among the children in the classroom. The older the child was used their language to control the situation and the use of various toys that other children wanted to use and play with. One child uses their form of language to control the situation and the play within the block area where the children are building with the blocks. Some of the children are telling the other children “No, my block. My tower,” while the other child looks ready to say otherwise and try to find a way with their language to partake in the building (Personal Observation, 2015). When the younger children try to communicate verbally with the older students they do their best to take a stand to join in the play of building with blocks.
The teachers who are in a conversation about their plans for supporting the children progress in a manner to help them develop into themselves use their language to share information (O’ Hair & Wiemann, 2012, p. 102). They take turns in informing each other about what their plans are on the best way to help each child develop their skills to be the best they can be within the world (O’ Hair & Wiemann, 2012, p. 102; Personal observation, 2015). The teachers take a turn in sharing valuable information about the children and what strategies or techniques they could use on each child including the possible challenges they could face once those ideas are used by the children (O’ Hair & Wiemann, 2012, p. 102; Personal observation, 2015). The teachers think about the pros and cons of the strategies and techniques they have come up with to try with the children in their classroom. They felt comfortable to share their struggles and challenges they could face with their new plan for the children but prepared to deal with the challenges they could face in the future. When I observed the children they were sharing information about the food they were eating lunch. They teachers helped get the conversation started, but the children were able to tell one another what they thought the chicken and if the food they were eating was hot or cold. The children even shared information about them being done with eating and clearing their area to head for their mat to take a nap (O’ Hair & Wiemann, 2012, pp. 102-103; Personal observation, 2015).
The last verbal communication skill I saw from both my observations were the use of language to express feelings. The teachers expressed themselves at how they were feelings with their struggles and challenges they were facing in the classroom. They wanted to share this information for them to know where they were coming from. “I can’t feel like this anymore, I have a hard time controlling his aggressive behavior” (Personal observation, 2015). The other teacher validated her colleague’s feelings about her struggles with a certain situation based upon a child that was dealing with their own struggles (O’ Hair & Wiemann, 2012, p. 103). Each teacher took the time to express their thoughts and concerns about their situations with each child they are working with on a regular basis, but they agreed with each other on their shared feelings about how they felt about dealing with it in the only way they can, by supporting each other through it and together (O’ Hair & Wiemann, 2012, p. 103; Personal observation, 2015). The children were able to express their feelings as well towards their peers during certain situations they were facing in the classroom. I observed children taking toys from other children while the child who had the toy would shout, “No mine toy, I use it,” while they are crying with tears running down their face (Personal observation, 2015). The teachers have a poster on the wall with different feelings printed on it. I saw one child walk up to the poster and point to the sad face and say, “I’m sad and I want my mommy,” as she began to cry (Personal observation, 2015). The child was telling another child that did not seem interested in her mommy until the child said, “I want my mommy, me sad too,” as he began to cry as well (Personal observation, 2015). They children went to see their teacher who comforted them both and assured the children that they would see their mommy again after school (Personal observation, 2015). The children felt comfortable to express their feelings and be validated for their feelings the best way they know how do for each other. Each child who wanted their mom gave each other a hug (O’ Hair & Wiemann, 2012, p. 103; Personal observation, 2015).
The nonverbal communication skills that I saw throughout the observations is eye contact and gestures. When the teachers and students were deep within their conversation they held eye contact throughout the entire conversation. The teachers were never distracted and were able to stay focused on their goal of finding ways that would best help their students become success for their next journey to preschool (O’ Hair & Wiemann, 2012, p. 137; Personal observation, 2015). The teachers waited until the students were sleeping to have their discussion about the children and moved themselves to another area of the room to have a more private conversation about their topic. They did not want to express themselves near the children in case they woke up and chose to listen to the conversation being held about them (Personal observation, 2015). The children looked at each other when they were engaged in a conversation with one another. They would turn their head or body to face the person they were speaking with or solving a problem to look at one another while they discussed the situation (Personal observation, 2015). Each child focused on their peer they were talking to compared to being distracted and looking all around the room (O’ Hair & Wiemann, 2012, p. 137).
I noticed the teachers and children use gestures throughout their conversations with others during my observation (Personal observation, 2015). The teachers would more their hands, legs, head and body around during the conversation to add to what they needed to get across to the other person (O’ Hair & Wiemann, 2012, p. 135). Each teacher used the form of emblems, illustrators, regulators, adaptors, and affect displays to help get their point across when communicating information of importance (O’ Hair & Wiemann, 2012, p. 135). It helps strengthen their cause of importance that they are trying to get their point across and have their feelings validated by their co-teacher and teammate in the long run of working together (Personal observation, 2015). The children used their hands and feet most of the time to get their thoughts across to their peers. Each child seemed to speak with their hands and feet moving around them at all times (Personal observation, 2015). They used these gestures to clearly get the toy they are after and be able to use whether their peers want to give it to them or not (Personal observation, 2015). It is the only language that the children have with each other that gets the job done and acquire their needs and wants through gestures they can understand (O’ Hair & Wiemann, 2012, p. 137; Personal observation, 2015).
I was quite impressed at how much the children and teachers responded in the same fashion and manner during a conservation with another person. Though it does make sense when the children are learning about language and communication skills from their teachers and family. Everyone is an observer and watch the way others communicate with each other and what ways and skills are the best to use when communicating with children, families, and early childhood professionals (O’ Hair & Wiemann, 2012, p. 135). I saw the similarities between the children and teachers verbal and nonverbal communication skills with clear notice and understanding (Personal observation, 2015). We all learn in infancy the way to communicate with others through the use of our verbal and nonverbal communication skills (O’ Hair & Wiemann, 2012). These skills follow us throughout our lives and help us support others to gain their sense of knowledge on the communication skills that best suits their needs in any given situation. I saw the teachers and children use their abilities of knowledge they have gathered over the years to help them become a competent communicator (O’ Hair & Wiemann, 2012).
I learned that everyone still has room for improvement and strengthen their communication skills with others by observing others in conversation and through practice over time. It is important to be aware of the context and situation a person is in when they are communicating their thoughts, views, and ideas about topics of importance. We all want to be validated for our feelings and how to express ourselves at the moment but doing it all in a manner that respects others and yourself. I learned the importance of taking a chance at expressing myself towards others and using my verbal and nonverbal communication skills to help me get them out in the open that others can understand to offer the support I am seeking from them (O’ Hair & Wiemann, 2012). I am aware my communication skills play a factor in the outcome of the situation and how I want to get the information I need to share out towards the children, families, and early childhood professionals I interact with on a regular basis.