white parents who are raising or have raised a biracial or mixed race child please don’t tell your children (no matter their age!) that if they don’t like the racism that has existed and continues to exist in their country, to leave their country. that is dismissive. silencing. racist. and cruel.
LB is my eight year old child, who a year ago, wasn’t reading. LB could recognize cite words but wasn’t interested in reading but rather being read to. A stroke of luck happened last year when I was at LB’s school’s book fair. I found My Little Pony comic books and because they had a love for the show and it’s merchandise I bought them. That night LB started reading, out loud, and beyond their reading level! I took this picture today, at the beginning of March, a year later, and LB is now reading two levels above their desired reading goal for their grade level. I am posting this to encourage parents and educators to find out the interest of the child and if you are able to find a book, comic, graphic novel, etc, with loved characters or favorite things. These loved characters might act as a bridge to reading.
( also I am the parent of this child and am allowed to share this photo and story)
“Exploring Hoosier Minority Groups: Indiana’s Native American PopulationRachel Strange
Geodemographic Analyst, Indiana Business Research Center, Indiana University Kelley School of Business
Indiana’s population has become increasingly diverse in terms of race and origin. Results from the latest census count for 2010 provide us with a rich set of information from which to gain insight into our population diversity. This article is the last of four InContext articles to provide demographic snapshots of our minority population. Native Americans comprised 0.3 percent of Indiana’s population in 2010 and will be the focus of this snapshot. (View the articles on Indiana’s black population, Indiana’s Hispanic population and Indiana’s Asian population.) The overview that follows focuses on population, household formation, income and education."
These are statistics that Indigenous people in Indiana, USA, are experiencing. Very relevant to all of us.
“What the diagram points out is that not only are white and Indian values different and often conflict, but that the values of an ethnic group essentially determine that group’s educational system. When the two systems are merged together, or one system dominates, the result is poor performance by the Indian child, or the child whose ethnic group is in the weaker position within the school system.” ~Thomas Davis and Alfred Pyatskowit
“1. Native American Students Have The Lowest High School Graduation Rates In The Country (USA)
2. In Recent Years, Their (Native American students) Average ACT Scores Have Declined Substantially
3. Native Students Have Less Access To High-Level High School Courses
4. Most (Native American students) Are Not Proficient In Reading Or Math By Eighth Grade ”
The Education System Is Failing Native American Students. Here’s Proof.The Huffington Post | By Rebecca Klein
The article did not mention the astronomical numbers of American Indian and Alaskan Indian children dropping out of school, too. One of students in this American Indian education program has dropped out of school at the age of eleven, and she is not the only one.
teachers: please stop telling children that they have to be friends with every child in the classroom. this is dangerous. it is telling children that even if another child hits you, teases you, insults you, that they are still a friend. wrong. they are not your friend. you teachers doing this are trying to end bullying but actually you are silencing victims of bullying.
Racism is many things. It is a system of domination and exploitation based on the idea of race. Racism has been around a long time and is alive and well today. It is perhaps the single most influential social force shaping American life. It is woven into the economic, political, and social fabric of our country. Here’s a simple way to define racism: prejudice plus power.
roots and Wings: Affirming Culture in Early Childhood Programs, by Stacey York, 2003.
Waldorf on theReservation I have a need to share this story, because I have such deep respect for what the people of the Lakota Waldorf School have accomplished over the years…
if you don’t think this carries an important message about our society then you are what is wrong with human society today
And this is why when you see a post empowering and uplifting black women, do not invade it with “don’t you mean all women.” No, because this is not the reality of “all women.”
Also: this isn’t brand new, these results were first found by a study done in 1947 with dolls by Kenneth B. and Mamie P. Clark. Little has changed.
Playing in schoolyards that feature natural habitats and trees and not just asphalt and recreation equipment reduces children’s stress and inattention, according to a University of Colorado Boulder study.
One of the most important reasons to encourage an individual rather than praise them is to empower that individual. If I give you praise then I am telling you that you need my approval, that your worth is determined by me; when you should be able to define your own worth without seeking out approval from another. This seeking approval can come naturally because many of us want our loved ones to value what we think, feel, and do, and wanting the approval of a loved one is not a bad thing necessarily but one can be supportive while encouraging an individual. Praise is instant gratification; praise is here and gone in a second. “Oh, that’s nice,” the teacher says to the child who just showed them his or her artwork. The child sought attention and appreciation, received a typical response, and returns to their seat. Sure, saying “that’s nice” is a nice thing to say but encouraging statements leave a greater impact and truly shows the individual that you are paying attention. By saying “that’s nice” the teacher has given the child their approval. That tells the child what they did is important if the teacher says so, reinforcing authority, rather than encouraging positive self-esteem.
Here are some examples of both praise and encouragement:
“That’s nice” vs “What was your favorite part of ____ ?”
Ex) that drawing, your dance, your song, etc.
“Good job” vs “I saw that you _______ “
Ex) handed out the papers, shared that toy, etc.
“That’s/You’re Beautiful” vs “Do you like _____ ?“
Ex) your long hair, wearing that color, jewels on your clothes? Drawing princesses? Etc.
“You were the best!” vs “You worked really hard, didn’t you?”
“You are so smart” vs “How did you think of that?”
“I like it” vs “What do you like about this?”
“That’s my boy/girl/kid” vs List some of their achievements:
“You helped them put the toys away, you held my hand while crossing the street, you talked nicely to others, etc.”
“I am proud of you” vs “Are you proud of yourself?”
Praise promotes competition, instant gratification, needing the approval of authority figures, codependency, and low self-esteem.
Encouragement promotes positive self-esteem, self-reflection and personal growth, and puts the focus on the child/individual’s efforts and achievements.
