Reflection
There are cultural differences all around each of us each day. We encounter these variances with nearly every person that we come into contact with. Although some of these differences may be more noticeable than others, it makes them no more important than those dissimilarities we don’t see. Some of us choose to let others know about or see our cultural differences, whereas others choose not to. These differences can alter our view of the person and inevitably how we treat that person. One difference that I have encountered myself is that of physical limitations. Not only do I myself have physical limitations, but I have seen others in my life be affected by these limitations through work, schooling, and everyday life. During the Communication Education course, I have learned how I can be a better teacher and/or supervisor. Though my signature assignment, I was able to analyze the concept of how we communicate cultural differences in the class room, although these same strategies can be applied to the workplace.
Commonly when people think of physical limitations, they most often refer to those who have walking difficulties. However, physical limitations can be someone who is unable to see, hear, speak, walk, and more. If you do not have one of these limitations, you may not fully understand how this can affect your life. For a person who is confined to a wheelchair, they see life from a completely different angle. When going shopping, they may need to ask for help in getting items from a shelf that they cannot reach. Driving a car is also another thing that would be different for them. It might be necessary for them to have their car modified not only to accommodate their wheelchair, but they may also need to have the gas and brake pedals modified if their lower limbs don’t function. Entering and exiting a building can prove to be yet another thing that these individuals must consider every day. Not only do they need to find a place that they can enter onto the sidewalk, but they must navigate doors, structures, elevators, and restrooms. Many of us don’t think about these things as we don’t have to learn how to navigate them or make these adjustments.
Others may have similar accommodations that they must make, to live what they would consider a normal life. For someone who has vision limitations, they will look at the world differently as well. Sometimes these limitations are not as recognizable to others as it is an easier physical limitation to disguise. With vision, these limitations can be as drastic as not being able to see at all, to being able to correct your vision with corrective lenses. However, this form of limitation has its own culture within itself. Those with vision limitations must adjust for either long distance, short distance and in some cases, both. Some have had these limitations their entire lives, where others gain these limitations later in life. No matter the circumstance, each limitation comes with its complications. We will encounter these cultural differences throughout our life, not only in the workplace, but also during our education. As we look at the physical limitations of others, one must think of how we can assist those in the educational setting.
As a student or employee, you may view these cultural differences differently than those of your instructors and supervisors. Nevertheless, I believe there are some similar considerations that both students with and without limitations, along with instructors and employers need to be conscious of. As a person with physical limitations, it may be hard for you to discuss these limitations with your instructor or supervisor. Some may feel as if they will be treated differently than the rest of the class or employees. Others may feel ashamed of their limitations. Within the classroom or work environment, they may feel as if they have lesser power than their classmates. These people may also feel more critical of themselves and the work they produce. Another consideration is that these people may also feel more hesitant to be called upon or provide input. It is important that each person understands that they are apart of a safe environment and that their instructor or supervisor is there to help them succeed.
To fully understand how we can better achieve success for these cultural differences, we must first look at the situations that we may encounter. For a person confined to a wheelchair, the classroom or work room it’s self could present problems. They may have difficulties getting inside the door, navigating through the desks or work spaces, or even making it to class or work on time. A person with vision limitations may have difficulties navigating through the school or workplace to make it to class, difficulties seeing the material presented, or difficulties with certain colors or types of images that are used in presentations and work material. A person with hearing limitations may require an interpreter, difficulties in hearing discussions or meetings, or even communicating with their peers. Each of these limitations will require diverse needs and accommodations to be made. It will require both the person and the instructor or supervisor to work together in order to be successful.
When an instructor or supervisor encounters one of these cultural differences in the classroom or work environment, there are a few items that should be considered. The first consideration should be that of the student or employee. If the person has a difference that can clearly been seen, it is important for the instructor or supervisor to consciously recognize this limitation. Being aware of your students or employees and their limitations is the first step to credibility. An instructor or supervisor doesn’t necessarily have to say anything to the student or employee, but by being aware of the limitation, there are adjustments and accommodations that they can make without making the person feel vulnerable or letting the rest of the classroom or team know that you are making the variations. For example, if a student has a wheelchair and the classroom is an auditorium style seating. The professor may opt to change the classroom, if available, to a classroom that will allow all students to be able to access the entire room. If the student has difficulties on the first day of class navigating the classroom or work space due to the arrangement of desks or cubicles, the professor or supervisor can alter the setup of the classroom or work space for the future. All of this can be done without letting any of the students or other employees know of the reason for the changes.
Another consideration to be made by the instructor or supervisor is time. Approaching the person with a limitation on the first day of class or work can threaten not only the power in the classroom or work place, but also the face of the student or employee. It can also make the person feel uncomfortable in front of their peers. Often, those with limitations want to fit in with their peers and not to be singled out. Allowing time for the person to become comfortable with the instructor or supervisor and the environment is key. This allows the person to determine if they need to speak with the instructor or supervisor in order to make accommodations and also allows the instructor or supervisor time to see if any or additional accommodations need to be made. The instructor or supervisor can observe the particular person for a couple of days, looking for any potential challenges. After which, if the student or employee has not reached out to their superior, the superior should reach out to the student or employee.
This leads to the next consideration that instructors and employers need to be aware of when working with people of these limitations; methods of communication. Asking to speak to a student or employee privately in front of the entire class or work place can intimidate anybody, regardless of culture differences. A more appropriate way of handling this need would be to email the particular person in which the instructor or employer wishes to speak to. However, this method could also prove to have challenges. For example, a person with vision limitations may not be able to receive email communications. In this circumstance, the superior could ask all the students or employees on their first day of meeting, which method of communication is best suited for them, should the instructor need to reach them. This would allow all the students or employee to respond and not single out any particular person.
The last consideration that should be made by instructors and employers is the use of and type of accommodations made for a person with cultural differences. This is important to consider as this not only can affect the credibility of an instructor and employer, but it can also threaten the power and the culture in the classroom or work place. If an instructor or supervisor is overly accommodating to the person with physical limitations, this can come across to the rest of the students or employees as favoritism. This can affect both the credibility and the power of the instructor or supervisor. If the instructor or employer is not accommodating at all, the students or employees may see the person as unwilling to assist with their needs and therefore be hesitant to work with the instructor/superior or ask questions. This too can affect the credibility of the instructor or supervisor and the power in the classroom or workplace. However, if a professor or employer uses the right balance of accommodation, it can do many things within the classroom or workplace environment. For example, if there is a person who uses a wheelchair and the instructor or supervisor decides to move the desks in the classroom from rows to a semi-circle or a more open set-up, the students or employees may feel more comfortable with one another, which would stimulate more classroom and work place interactions. In addition, if the students are seeing that the instructor or employer is working with one student or employee to make their learning or work experience better, other students or employees may feel more comfortable coming forward to the instructor or supervisor with their own concerns, whether it be due to limitations/ cultural differences or concerns regarding an assignment or project. By creating an equally balanced environment, the culture of the classroom and work place can change, appropriate power can be obtained, and credibility achieved.
Cultural differences can be a challenge, particularly in the classroom and work place environment. Not only can they challenge the way an instructor or a supervisor is viewed, but they can also affect the way a student or employee performs and views themselves. Although some differences may be obvious to the eye, others may be hidden. By being mindful of those around us as students, instructors, employees, employer and peers, we can make a positive impact on those in which we interact with.
This class has taught me that I may assume a superior role at some point in my professional career. By understanding the various cultural differences in which I may encounter, I will be able to gain credibility within my position.
Commonly when people think of physical limitations, they most often refer to those who have walking difficulties. However, physical limitations can be someone who is unable to see, hear, speak, walk, and more. If you do not have one of these limitations, you may not fully understand how this can affect your life. For a person who is confined to a wheelchair, they see life from a completely different angle. When going shopping, they may need to ask for help in getting items from a shelf that they cannot reach. Driving a car is also another thing that would be different for them. It might be necessary for them to have their car modified not only to accommodate their wheelchair, but they may also need to have the gas and brake pedals modified if their lower limbs don’t function. Entering and exiting a building can prove to be yet another thing that these individuals must consider every day. Not only do they need to find a place that they can enter onto the sidewalk, but they must navigate doors, structures, elevators, and restrooms. Many of us don’t think about these things as we don’t have to learn how to navigate them or make these adjustments.
Others may have similar accommodations that they must make, to live what they would consider a normal life. For someone who has vision limitations, they will look at the world differently as well. Sometimes these limitations are not as recognizable to others as it is an easier physical limitation to disguise. With vision, these limitations can be as drastic as not being able to see at all, to being able to correct your vision with corrective lenses. However, this form of limitation has its own culture within itself. Those with vision limitations must adjust for either long distance, short distance and in some cases, both. Some have had these limitations their entire lives, where others gain these limitations later in life. No matter the circumstance, each limitation comes with its complications. We will encounter these cultural differences throughout our life, not only in the workplace, but also during our education. As we look at the physical limitations of others, one must think of how we can assist those in the educational setting.
As a student or employee, you may view these cultural differences differently than those of your instructors and supervisors. Nevertheless, I believe there are some similar considerations that both students with and without limitations, along with instructors and employers need to be conscious of. As a person with physical limitations, it may be hard for you to discuss these limitations with your instructor or supervisor. Some may feel as if they will be treated differently than the rest of the class or employees. Others may feel ashamed of their limitations. Within the classroom or work environment, they may feel as if they have lesser power than their classmates. These people may also feel more critical of themselves and the work they produce. Another consideration is that these people may also feel more hesitant to be called upon or provide input. It is important that each person understands that they are apart of a safe environment and that their instructor or supervisor is there to help them succeed.
To fully understand how we can better achieve success for these cultural differences, we must first look at the situations that we may encounter. For a person confined to a wheelchair, the classroom or work room it’s self could present problems. They may have difficulties getting inside the door, navigating through the desks or work spaces, or even making it to class or work on time. A person with vision limitations may have difficulties navigating through the school or workplace to make it to class, difficulties seeing the material presented, or difficulties with certain colors or types of images that are used in presentations and work material. A person with hearing limitations may require an interpreter, difficulties in hearing discussions or meetings, or even communicating with their peers. Each of these limitations will require diverse needs and accommodations to be made. It will require both the person and the instructor or supervisor to work together in order to be successful.
When an instructor or supervisor encounters one of these cultural differences in the classroom or work environment, there are a few items that should be considered. The first consideration should be that of the student or employee. If the person has a difference that can clearly been seen, it is important for the instructor or supervisor to consciously recognize this limitation. Being aware of your students or employees and their limitations is the first step to credibility. An instructor or supervisor doesn’t necessarily have to say anything to the student or employee, but by being aware of the limitation, there are adjustments and accommodations that they can make without making the person feel vulnerable or letting the rest of the classroom or team know that you are making the variations. For example, if a student has a wheelchair and the classroom is an auditorium style seating. The professor may opt to change the classroom, if available, to a classroom that will allow all students to be able to access the entire room. If the student has difficulties on the first day of class navigating the classroom or work space due to the arrangement of desks or cubicles, the professor or supervisor can alter the setup of the classroom or work space for the future. All of this can be done without letting any of the students or other employees know of the reason for the changes.
Another consideration to be made by the instructor or supervisor is time. Approaching the person with a limitation on the first day of class or work can threaten not only the power in the classroom or work place, but also the face of the student or employee. It can also make the person feel uncomfortable in front of their peers. Often, those with limitations want to fit in with their peers and not to be singled out. Allowing time for the person to become comfortable with the instructor or supervisor and the environment is key. This allows the person to determine if they need to speak with the instructor or supervisor in order to make accommodations and also allows the instructor or supervisor time to see if any or additional accommodations need to be made. The instructor or supervisor can observe the particular person for a couple of days, looking for any potential challenges. After which, if the student or employee has not reached out to their superior, the superior should reach out to the student or employee.
This leads to the next consideration that instructors and employers need to be aware of when working with people of these limitations; methods of communication. Asking to speak to a student or employee privately in front of the entire class or work place can intimidate anybody, regardless of culture differences. A more appropriate way of handling this need would be to email the particular person in which the instructor or employer wishes to speak to. However, this method could also prove to have challenges. For example, a person with vision limitations may not be able to receive email communications. In this circumstance, the superior could ask all the students or employees on their first day of meeting, which method of communication is best suited for them, should the instructor need to reach them. This would allow all the students or employee to respond and not single out any particular person.
The last consideration that should be made by instructors and employers is the use of and type of accommodations made for a person with cultural differences. This is important to consider as this not only can affect the credibility of an instructor and employer, but it can also threaten the power and the culture in the classroom or work place. If an instructor or supervisor is overly accommodating to the person with physical limitations, this can come across to the rest of the students or employees as favoritism. This can affect both the credibility and the power of the instructor or supervisor. If the instructor or employer is not accommodating at all, the students or employees may see the person as unwilling to assist with their needs and therefore be hesitant to work with the instructor/superior or ask questions. This too can affect the credibility of the instructor or supervisor and the power in the classroom or workplace. However, if a professor or employer uses the right balance of accommodation, it can do many things within the classroom or workplace environment. For example, if there is a person who uses a wheelchair and the instructor or supervisor decides to move the desks in the classroom from rows to a semi-circle or a more open set-up, the students or employees may feel more comfortable with one another, which would stimulate more classroom and work place interactions. In addition, if the students are seeing that the instructor or employer is working with one student or employee to make their learning or work experience better, other students or employees may feel more comfortable coming forward to the instructor or supervisor with their own concerns, whether it be due to limitations/ cultural differences or concerns regarding an assignment or project. By creating an equally balanced environment, the culture of the classroom and work place can change, appropriate power can be obtained, and credibility achieved.
Cultural differences can be a challenge, particularly in the classroom and work place environment. Not only can they challenge the way an instructor or a supervisor is viewed, but they can also affect the way a student or employee performs and views themselves. Although some differences may be obvious to the eye, others may be hidden. By being mindful of those around us as students, instructors, employees, employer and peers, we can make a positive impact on those in which we interact with.
This class has taught me that I may assume a superior role at some point in my professional career. By understanding the various cultural differences in which I may encounter, I will be able to gain credibility within my position.
