S: My Literacy Autobiography by, Bonnie Backing
BC: TE - 846 Michigan State University
FC: My Literacy Autobiography | Bonnie Backing
1: My parents, grandparents, sister, My teachers, classmates, My professors, principals, coworkers, friends My students The places I have lived and visited To all the shapers of my culture | Dedication:
2: Cultural History My family values reading and education. We are self-motivated learners. When I was little, I wanted to do everything that my sister could do, but my mom tried to slow me down so I wouldn't get too frustrated. My parents had both been missionaries, and I grew up hearing stories of other countries from them and other visitors to our home.
4: Where I have been and what I have seen | Conversations I've had | Bible reading | American Culture - newspapers, movies, opinions, discussions | Books I've read | Advice | Hard things I've experienced and worked through | Reflection | What has shaped my values and culture? | My family members' values | Wise people and wanting to be like them
5: What do I want to pass on to children? | My nephew | Value everyone Listen and learn from others' experiences Value your soul Your character and who you are matter | I want to be a good example and teach them by doing it myself.
6: Changes When I graduated from college, I got my first teaching job in the Philippines. In my three years there, I experienced many new cultures and changed in ways that I am still discovering. I get excited over differences in nationality now and find myself asking people questions about their history and experiences that I wouldn't have thought to ask before. I experienced culture shock as the "shock of self-discovery" and no longer feel like I completely belong in any one place. Seeing new places and meeting new people changed me.
8: Communicating through different cultural lenses can be hard.
9: Cultural barriers can exist in any relationship. I have usually had an easier time trying to communicate with people who were very different from me. We both knew there could be a difficulty so it was easier to smile, laugh, or try again if some sort of miscommunication happened. Cultural misunderstandings with people who appear more similar to me, such as fellow Americans, have been harder for me to deal with. Those break-downs in communication are harder to get over because there is usually not the same platform to talk about cultural differences. I have felt suspicion, mistrust, hurt, and powerlessness to do anything about the problem.
10: Learning a Language | I have taken a few language classes - Spanish in high school and Tagalog while I was in the Philippines. I felt most successful when I was able to communicate with another person at some level, whether asking for directions (and understanding the answer!) or expressing information or my thoughts about something. This had great value, especially if I was able to remember or synthesize my learning at the right time, while communicating. I struggled a lot with the amount of wait time it sometimes took me before I could put words together and with overcoming my mistakes. I knew there was so much yet to learn and I did not always have enough opportunities to practice.
11: My Tagalog teacher and myself | When I think about foreign or second language learning, I feel encouragement and joy towards others who are doing it. I am interested in them and their learning process. I also feel a weight of potential discouragement because it is a daunting task ahead of them.
12: Every student brings unique experiences and culture into the classroom.
13: I have loved teaching my diverse students. Every student is unique, and those with a greater breadth of experience bring extra experiences and cultural insight that every class member can use for benefit. I have faced a few challenges, including communication barriers with students and families, not enough time to help students with their language needs, and the difficulty of diagnosing needs when the student has multiple languages as well as potential learning differences.
14: Helping all ECSE Students | Build a Foundation I can help all my Early Childhood Special Education students improve their learning by providing the whole class with opportunities to practice foundational skills in all domains: language, cognition, fine and gross motor, daily living and social-emotional skills. | Intentional Support All Early Childhood Special Education students also need intentional support in their areas of need. They need encouragement to keep trying in order to develop skills that they will use the rest of their lives.
15: I hope to finish this course with new ground-level tools to measure literacy needs and skills and with more activities to engage students meaningfully and to challenge them to grow. | What I Want