We tend to think "I'm not biased" and bristle when someone implies we may not be as accepting of certain groups as we think we are. We yell at other drivers and assume negative things about their lineage, gender or ethnic background simply because of the way they drive (maybe they're going "too slow" for our taste or forgot to use their turn signal). Carrying frustration from our drive to work into our classroom can affect our lessons, our attitude and our students.
Sometimes, we tend to think that the "Special Education" students can't "do" science or math, simply because they have an IEP or 504. Sometimes we think ENL students can't understand content or concepts because they're not fully fluent in speaking, reading or writing English. They may fully understand the content/concepts in their home language, but if they can't answer our questions, we might question their understanding or level of knowledge instead of trying to overcome the language barrier or create resources in their home language.
Navigating our blind spots/bias can result in stronger lessons, a more inclusive and accepting classroom, and a higher student success rate.
Sometimes, we tend to think that the "Special Education" students can't "do" science or math, simply because they have an IEP or 504. Sometimes we think ENL students can't understand content or concepts because they're not fully fluent in speaking, reading or writing English. They may fully understand the content/concepts in their home language, but if they can't answer our questions, we might question their understanding or level of knowledge instead of trying to overcome the language barrier or create resources in their home language.
Navigating our blind spots/bias can result in stronger lessons, a more inclusive and accepting classroom, and a higher student success rate.