How My 12 year experience as a kindergarten teacher improved my communication skill
From my experience as a kindergarten teacher for 12 years, I learned that a successful multicultural communication embraces the social nuances of separate background. This entails a culturally sensitive imagery in addition to interpersonal communication approaches such as the right jargon and slang. This is because, inter cultural communication brings with it the challenges of a wide range of communication issues and problems that are inherent in an organization that is made up of individuals from different and diverse religious social and economic and educational back grounds. This makes it synonymous with the cross cultural communication in which context it necessitates the need to understand people from different countries and cultures, act and communicate as well as perceive and be perceived correctly in the environment. Such an understanding allows one to effectively understand how people from different cultural backgrounds interact with a focus on their social attributes , thought patterns in the context of their cultural setting. It also gives enhanced understandings of different customs, languages and customs for people from other countries.
Since kindergarten learners create construct talks in a bid to try to know the meaning of language utterance in the learning context; in my twelve years of teaching these young learners, I have got crucial and sufficient experience to not only guess what they are trying to express, but also to know the connection between their utterances and the meaning (Bialek et al, 2006). The aforementioned authors also point out that whereas children develop in an area whereby two or more languages are practiced tend to learn languages very easily. In my twelve years teaching, I have encountered learners from different backgrounds and cultures. Therefore, I have learned multiple languages which can be effective in prompting kindergarten learners from diverse cultural backgrounds know what they are learning. Also, this conforms with the authors’ argument that if children are taught extra languages on top of their mother tongue, there is the facilitation of the learning process of new languages if various conditions are adhered to.
Still, as the authors opine; a teacher’s attention is divided among all the learners, thus, minimizing the chances of learning new language. The significance of young learners in attending certain language lessons is that they might contemplate integrating a language to a specific subject offered by school. Also, an extra language may grow into an alternative or foreign language. Moreover, schools have the task of enabling learners learn additional, foreign, classical and regional languages. Since I have this experience, of being an inter-cultural teaching, it will be effective in implementing that responsibility— my finesse of twelve years of teaching can vouch for this.

Consequently, as an international kindergarten teacher I learn a lot towards my communication skills through my experience and interaction with the children. First, the ideal of being around children that young alone is enough to induce any person to reoriented their communication strategies so as to fit with them and be part of their developmental process (Clemmer, 2012). The set up alone required me to communicate from the perspective of their world view thus our mode of communication over time served to broaden my scope of communication skills. First I had to adapt and improve my communication methodology to act more as a facilitator than a lecturer thus forcing me to incorporate a high level of patience and understanding in to my communication strategy and process. In addition, I realized that, for the children to benefit from our exchanges, I had to have their confidence, thus, I had to assume a communication methodology based on a warm, comforting and friendly personality so that our communication process could be easy and effortless. This approach would help them to build their confidence in both their overall emotional and psychological development.
Again it occurred to me that for me to be able to communicate clearly with the children, the process had to in-cooperate more than just an exchange of words to encompass a body language in addition to the ability to organize them in to amiable groups through which the children could freely express themselves, their ability, creativity and desires through a process inclined towards fun but also without violating the basis of decorum.
Thus my experience with the kindergarten children prepared me to combine the role of a wise mentor and that of being a parent in my communication while at the same way communicate the same to them without making the assumption that they are able to deduce the facts of the greater picture by themselves. My experience also allowed me to sharpen my communication skills towards the desire to teach them things which could shape their opinions and hence ultimately chart their way ahead. The experience taught me that a good communication ability is a vital tool in inspiring trust and confidence among members of an organization (Clemmer, 2012). This was because, effective communication allowed me to motivate them as well as to understand their peculiar educational and emotional needs thus enabling me to deal with the disruptive ones among the class thereby providing them a firm but fair discipline.
In addition, over my 12 year experience with kindergarten I learn that it was paramount to handle them each in the context of their own cultural background since I realized that this offered diverse and varied perceptions thus what seemed a communication could actually be a miscommunication. In such cases, I learn that communication process had to be informed by benefits of doubts. Thus from experience spanning over 123years, I consciously avoided hostile reactions when on ot5herwise a clear and open discussion assumed contentious dimensions among the children. Thus my experience over the time prepared me to be incorporating the eight aspects of conversation to effectively the varied differences between different cultural inclinations especially in regard to meaning and courtesies (Clemmer, 2012). Such aspects included appropriately opening and closing discussions, facilitating a careful speaker alternation in the course of discussions, making allowances for high level of tolerance, for disruption, clearly outlining the meaning of periods of silence, detailing the on -limits and off -limits topic which count for a police conversation, laughter and humor, deciding and controlling the length of monologues in addition to giving an appropriate allowance to shift from courtesies in to substantial matters.
This way, my long term experience equipped me to utilize my improved communication skills to make the students see the need to embrace an pursue an implementation of an intellectual communication process as a way to work as a team with a common objective of eliminating and resolving conflicts. Thus my experience improved my communication skills thus served me to improve the relationship between myself and the students by closing the communication barriers which may exist between two groups of varied background based on competence, awareness, sensitivity and knowledge.
Reference
Clemmer, (2012). B, H. The Ethnography of Communication. Oxford: Oxford University Press.
Magdalena, B., Antoinette, C. G., Ania, G., Nieves, G., Michael, H., Indra, H., Irene, K-H., Anne, K., Alfred, M., Marina, M., Ingrid, P. S., Marlene, R., Esther, S. C., & Valerie, S. (2006). International Competence & Communication in Teacher Training for Early Childhood Education: Theory and Practice. Malta: Faculty of Education, University of Malta.