Child Abuse and Neglect

As educators, we are responsible for the intellectual development of our students as well as providing a safe and nurturing environment for them to thrive and grow. This responsibility also includes being aware of the signs of child abuse and fulfilling our legal obligation to report any suspicions or incidences of abuse. The challenge then lies in recognizing the signs of child abuse as well as knowing when and where to report suspected abuse and neglect.

In the January 2005 issue of the Middle School Journal, Tracy W. Smith and Glenn W. Lambie introduce us to the nature and prevalence of abuse and neglect among adolescents. Their article, Teacher’s Responsibilities When Adolescent Abuse and Neglect are Suspected, delves into the signs of abuse and provides guidelines for reporting suspected cases of abuse. The authors encourage teachers to advocate for a comprehensive support plan for assisting students who have been victims of abuse if one does not exist. Smith and Lambie also address the importance of a collaborative effort between teachers, counselors, administrators and other school personnel to address the needs of abused students as well as equip staff with the information and training necessary to support our students.

Child Abuse Resources:
Washington State Department of Social and Health Services 1-866-363-4276
Child Protective Services website

Multicultural Tendencies

Today’s K-12 classrooms, as well institutions of higher learning, reflect the diversity of our national population. Race, religion, socio-economic status, ethnicity and language are but a few of the characteristics that make up our student population and to be effective as educators we must raise our cultural awareness so that we meet the needs of our students who come to class with different cultural backgrounds and culturally-related learning styles. Embracing and gaining an understanding of the cultural differences present in our classrooms is the first step in developing an assorted repertoire of teaching styles and assignments to meet the needs of our learners.

Early in my teaching career at a private vocational institution, I gained first-hand experience in what happens when multicultural tendencies are not considered when providing instruction to a culturally diverse classroom. I presented the guidelines for an independent culminating project to my computer applications class where students were allowed to work in a group or in pairs on previous assignments, but the “final” was an individual project. One of my female Asian students who had performed admirably on prior assessments did not meet the requirements of the final project and, unfortunately, I assumed that there was a misunderstanding with regard to the instructions I provided or that her previous work was more a result of the group effort than her own. I took her aside and asked if she understood the instructions and whether or not she was comfortable with the applications. She smiled during my inquiry and responded “yes” and “thank you.” I was baffled by her response and questioned my teaching ability until a seasoned colleague shared with me the Asian cultural tendency to refrain from saying “no” (sign of conflict) and to always smile (to maintain harmony). With my newfound “awareness” I was able to communicate with my student using phrases and questions that enabled her to complete the assignment correctly.

I have developed a strong cultural awareness since that experience applying these basic guidelines in teaching culturally diverse students:

• Actively pursue learning about the differences between cultures.
• Don’t leap to conclusions and avoid using stereotypes.
• Be adaptable with your expectations and teaching style.

As an educator, developing a strong cultural awareness is important to your professional and personal growth, but more importantly it will greatly benefit the students in your class.

My Educational Philosophy

During my studies and practice as an adult educator I have examined, explored and applied various components of the five core educational philosophies (essentialism, perennialism, progressivism, existentialism and behaviorism) and that practice has cultivated my personal educational philosophy which is theory-based, skill-based and faith-based. The ideal adult learning environment provides opportunities for learning on an individual basis, enables learning that is sustainable and provides assistance/instruction from a supportive instructor.

The core of my educational philosophy is based upon John Dewey’s work in Progressivism. His theory takes into consideration the three learning types (auditory, visual and kinesthetic learners) and focuses on the development of “lifelong learners.” The application of Dewey’s theory enriches the education growth process and emphasizes the combined characteristics of active inquiry, independence and individuality in a learning task. I strive to develop curriculum that incorporates learning activities that encourage creative and analytical thinking with the presentation of authentic questions and small discussion group opportunities. I believe that information and activities presented in various modes to accommodate the different learning styles present in my classroom optimizes learning and encourages self-motivation.

A.S. Neill’s educational philosophy of existentialism influences my interaction with learners as I nurture the creativity and individuality of my students and provide guidance on their educational journey. I partner with my students in creating an environment that is conducive to their learning styles by soliciting their input regarding curriculum content so that what is presented is what they want to learn. I believe that by developing learning activities that are meaningful to the students and fostering a learning environment where adult learners feel accepted, respected and supported are the skills that I possess that aid in my success as an adult educator.

Another educational philosophy that has influenced the way I teach is perennialism. This philosophy is founded upon the premise that the teacher presents principles – not facts – and allows the students to reflect upon, reason and question the subject matter presented. My current work is in Christian Education and I believe my role as an adult educator in this arena is to “teach” the tenets of our faith while providing various opportunities for learners to explore, question and apply the concepts and principles to their own lives. My role then becomes one of a facilitator as I ensure that discussions stay on topic and clarify any errors in reasoning as the class works together to reach a conclusion or consensus regarding the subject matter.

Who I am as an educator has been and continues to be influenced by my education, my experiences and my faith. As I carry on in my professional endeavor in the area of adult education, I am wholly focused on Christian Education and the impact of technology integration in curriculum development. My continued examination of adult education theory, exploration of and deepening of my Christian faith and the application of technology will aid in the continual development of my personal educational philosophy.