RequirementCompare your experience with the service placement e.docx

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Requirement: Compare your experience with the service placement experience of the student you interviewed. What ways are they similar and different in participation on social justice and/or peace? What new insights did you gain from this interview to understand ways to participate more fully in civic life from comparing the two? About learning service experience 1.Where is your service learning site? 2.What are your tasks? 3.When do you go? 4.What have you learned since you've been there? 5.How does your service learning site relate to social justice and/or peace? MY experience 1. Chicago HOPE for kids 2. Help kids to do their homework, Read for them and play with them. 3. Every Wednesday and Thursday 3:30 to 5:30 4. Learn to be patient，Learn how to get along with different types children. And may be some skills about how to make a conversation with other people. 5. Because the children in there were have different skin color, but they can get along with each other very well. So this may be the peace. And the children are polite and caring. They will say thank you after other people help them, and they are happy to help other people. Partner’s experience 1. Erie Neighborhood House 2. Assist with the adult ESL classes, practice reading out loud, pronunciation, conversation, and new definitions 3. I don't have a set schedule yet, but I think I will mainly go on Mondays and Fridays 4. Learn to be patient and be committed to the student you are tutoring. I learned about people's struggles coming to a new country and learning the language. They are so determined to make a better life for themselves and it makes me thankful for all of the opportunities that have been given to me. 5. Erie Neighborhood House relates to social justice because they are helping low-income, primarily Latino families. They have programs other than English as a second language, such as citizenship education, immigrant legal services, community literacy, and workforce development. These programs give people opportunities that they wouldn't have had without Erie House. ...

Education

Mondays and Fridays
4. Learn to be patient and be committed to the student you are
tutoring. I learned about people's struggles coming to a new
country and learning the language. They are so determined to
make a better life for themselves and it makes me thankful for
all of the opportunities that have been given to me.
5. Erie Neighborhood House relates to social justice because
they are helping low-income, primarily Latino families. They
have programs other than English as a second language, such as
citizenship education, immigrant legal services, community
literacy, and workforce development. These programs give
people opportunities that they wouldn't have had without Erie
House.

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Elements for Successful Parent-Professional Collaboration: The Fundamental Things Apply As Time Goes By Patricia H. Sheehey Patrick E. Sheehey A Case Story Published in TEACHING Exceptional Children Plus Volume 4, Issue 2, November 2007 Copyright © 2007 by the author. This work is licensed to the public under the Creative Commons Attri- bution License Elements for Successful Parent-Professional Collaboration: The Fundamental Things Apply As Time Goes By Patricia H. Sheehey Patrick E. Shehey Abstract Abstract The Individuals with Disabilities Education Act (IDEA) mandates parent-professional collaboration. But difficulties between parent and professional collaboration seem to persist. These difficulties do not seem to be related to a lack of mutual respect or lack of good intentions. Perhaps difficulties exist because of a lack of common ground. Professionals’ thinking is grounded in theory from personnel preparation and on-the-job experiences. Parents’ thinking is grounded in personal experiences and information from professionals, other parents, technology, and media. This article describes a mother’s and father’s experiences over the past 25 years in a variety of settings as the parents of a child with severe disabilities and as special education professionals. They present their experiences in special education as parents and provide suggestions for parents and professionals to develop an effective collaborative relationship. Keywords Collaboration, parent involvement, family involvement, parent-professional collaboration SUGGESTED CITATION: Sheehey, P. H., & Sheehey, P. E. (2007). Elements for successful parent-professional collaboration: The fundamental things apply as time goes by. TEACHING Exceptional Children Plus, 4(2) Article 3. Retrieved [date] from http://escholarship.bc.edu/education/tecplus/vol4/iss2/art3 Acknowledgments: We would like to thank our son, Tom. If it weren't for him we would not have had the array of experiences to share with other families and professionals. We would also like to thank Dr. Linda McCormick for her help in preparing the manuscript and Dr. Garnett Smith for his creative title.. ! 2! The Individuals with Disabilities Edu- cation Act (IDEA) mandates parent- professional collaboration. Collaboration, de- fined as working or acting together is a rela- tively straightforward concept. Why is it so difficult to accomplish where parents and professionals are concerned? The difficulties surrounding collaboration in the educational arena do not seem to be related to lack of mutual respect or lack of good intentions. Our experiences over the past 25 years in a variety of settings as the parents of a child with severe disabilities and as special education professionals lead us to believe that parents and professionals sin- cerely respect one another and that they genu- inely want an effective collaborative relation- ...

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CHAPTER 4 Building an Anti‑Bias Education Program: Clarifying and Brave Conversations with Children Everything teachers do—setting up the learning environment; planning the curriculum; observing, assessing, and thinking about individual children; and so much more—rests upon establishing strong, caring, and trusting relationships with children and families. Without such relationships with their teachers, children find it hard to open up, to learn, to grow, to feel safe. These relationships are built onSeeing each individual child as a member of a unique family with many, often complex, social identities that shape their learning and ways of beingRespecting each child’s individual way of learning and being rather than imposing an expected behaviorKnowing how children learn to think and how they are, and are not yet, able to discern what is happening around themUnderstanding that children are in the process of learning at all times and that it takes many experiences before they master an idea or a behaviorListening carefully to each child to understand how each is making sense of experiences and/or behavior An essential element in building strong relationships is your willingness to engage in conversations that support children’s sense of self, that let them know they are safe and honored exactly as who they are. Children live in a world that sends multiple, stereotype‑laden messages about their comparative value, their right to be visible, and how they are expected to behave based on their economic class, ethnicity, gender, abilities, racial identity, and religion. These overt and covert messages affect their own sense of self‑worth and how they think about people who are different. Avoiding conversations about identity and fairness is a disservice to children who are developmentally dependent upon adults to help them make sense of the complex and contradictory societal messages they receive. When programs do not demonstrate respect for and acknowledgement of human diversity, children and families cannot feel truly seen or honored. When a teacher avoids directly addressing comments or behaviors that can hurt another child, no child feels safe. Keeping silent not only does not help children, it actively hurts them. Learning how to break this silence, how to talk about anti‑bias issues with clarity, courage, and caring, is an essential skill not only in the world of early childhood education but in the world at large. This chapter explores ways to build trusting relationships with children by directly talking about identity, diversity, injustice, and activism, which correspond to the four goals of ABE.The Hurtful Power of Silence It is hoped that children will turn to their trusted adults when they are confused or are hurt by their experiences. But to do so, children need a vocabulary to describe what they are thinking. Too often, adults ignore children’s attempts to understand how people can be different from one another and yet the same. A Whit ...

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