Patterns of Communication

RATIONALE:
Being able to define and describe your own culture is the first step in being able to identify ways in which you may have cultural conflicts/misunderstandings in your class. It also helps you examine the content and delivery of instruction to be sure you are attending to others’ cultures. Often, people have difficulties describing their own culture (a common response is: I don’t really have a culture). This assignment may help you define your culture and reflect on how it may influence your teaching.

TASK:
For each domain below, write a response to each category 1-7. Your response must contain TWO parts: 1) briefly describe your predominant behaviors and expectations AND 2) how those may influence your teaching.  I have provided my own answer to the first category, food, for you as an example below. (See attachment for each domain description)

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1. Food
——-EXAMPLE: I enjoy a cup or two of coffee each morning, typically eat a lunch that consists of left-overs from the previous evening’s meal that my husband and I cooked together.  I may have a snack around 3:30, which is a hold-over from having an after-school snack in my childhood.  I usually start food prep around 5:00 p.m. and my husband, the real cooking guru in our home, works his magic on everything and makes it taste wonderful. We usually eat around 6:00 p.m. seated at our kitchen table.  On weekends we may have a big southern breakfast with biscuits made from scratch (I do the baking), deer sausage, grits, and fried eggs OR we may choose to make J-Cakes, which is what we call pancakes with fruit and nuts cooked into them. (They are named for our son, who learned to make them from my mom and put his own special touches on the recipe.)  We generally eat at the table and say a blessing before we eat.  We rarely eat out unless we are on vacation, travelling, celebrating special events, or it is required for a meeting of some sort.  We have started having Meatless Monday nights as a way to stay connected to our adult daughter, who is vegan and lives on her own now, but who will come over if we cook something she can eat.
———-This may impact the way I communicate with my students because I am not up-to-date on fast food jargon and may make the assumption that they eat at home or know basic cooking techniques that I talk about. They may not know certain spices, or what I mean by “balanced” meals, or even why I value a colorful array of food on my plate. They may not know the difference between liquid and dry measuring tools or why that is important, which could impact a science lesson.  I may be prone to using examples of cooking and following recipes or shopping at a grocery store, but some students may rarely eat home-cooked meals. Also, I may expect students to have family dinners when some may actually eat larger lunches–dinner is more of small event just before bed. Also, some students may have parents or a parent that works late and they generally find their own food for dinner or even have to make food for their younger siblings. I may also tend to enjoy conversations with students who do cook and want to share recipes and need to make sure I find other ways to connect with those who don’t.
2.    Dress
3.    Holidays/special gatherings
4.    Patterns of communication with teachers/bosses/supervisors
5.    Expectations regarding family-school relationships
6.    Gender Roles
7.    Work  For more information on Patterns of communication check on this :https://en.wikipedia.org/wiki/Communication

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