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.In this assignment students self-reflect on the following questions: Which reso

.In this assignment students self-reflect on the following questions:
Which resource was the most helpful to help you learn this week? (A specific video, lecture, Zoom discussion, article? Which was the least? Why?
Reflecting on Habits of mind, describe how specifically how you took a risk in this course this week.
Discuss and describe any feelings that came up from completing the activity?
Please be specific as to the support you need from me or the college in order for you to be successful in the course?
The goal is for students to develop positive Habits of Mind. These are an identified set of 16 problem solving, life related skills, necessary to effectively operate in society and promote strategic reasoning, insightfulness, perseverance, creativity and craftsmanship. The understanding and application of these 16 Habits of Mind serve to provide the individual with skills to work through real life situations that equip that person to respond using awareness (cues), thought, and intentional strategy in order to gain a positive outcome.

Focus on Teacher Performance Expectations ( TPE):
The Teaching Performance Expectations (TPEs) comprise the body of knowledge, skills, and abilities that beginning general education teachers have the opportunity to learn in approved teacher preparation programs in California. They link to expectations set forth in California’s adopted content standards for students. They require beginning teachers to demonstrate the knowledge, skills, and abilities to provide
TPE 6 Developing as a Professional Early Childhood Educator
b) Act in an ethical manner, with honesty and integrity, and with children’s and families’ well-being as the central concern
c) Reflect on practice and use this information to improve teaching and learning in the EC context
l) Recognize their own values and implicit and explicit biases, the ways in which these values and implicit and explicit biases may positively and negatively affect teaching and learning, and work to mitigate any negative impact on the teaching and learning of children
m) Exhibit positive dispositions of caring, support, acceptance, and fairness toward all children and families, as well as toward their colleagues
n) Demonstrate professional responsibility for all aspects of children’s learning and classroom management, including responsibility for the learning outcomes of all children, along with appropriate concerns and policies regarding the privacy, health, and safety of children and families
o) Conduct themselves with integrity and model ethical conduct for themselves and others
The Four Core Goals of Anti-Bias Education
Goal 1: Each child will demonstrate self-awareness, confidence, family pride, and positive social identities.
Goal 2: Each child will express comfort and joy with human diversity; accurate language for human differences; and deep, caring human connections.
Goal 3: Each child will increasingly recognize unfairness, have language to describe unfairness, and understand that unfairness hurts.
Goal 4: Each child will demonstrate empowerment and the skills to act, with others or alone, against prejudice and/or discriminatory actions.
The anti-bias approach began in the 1980s. Louise Derman-Sparks and the A.B.C.TaskForce were a group of educators in the United States who got together to look at a curriculum that would help children learn about diversity. In other parts of the world similar work was being done to address different aspects of diversity and to challenge bias. Based on all this work Australian authors Barbara Creaser and Elizabeth Dau came up with the term ‘Anti-Bias Approach’.An anti-bias approach
is inclusive in that it recognizes, understands, appreciates and draws on all differences and similarities
affirms all children, their families and their experiences and encourages everyone to value and respect differences
fosters the development of positive self-concepts•is flexible and open -creating spaces for different perspectives and worldviews
allows different cultural perspectives to enter into and inform every discussion, subject, activity, event and task
is proactive -it assumes that bias exists and addresses all biases
challenges any form of prejudice, stereotyping, bias and discrimination•encourages us to unlearn prejudices•encourages us to look at what we do and say and at what we don’t do and don’t say

Reflecting on Anti-bias Education in Action: The Early Years

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