Everyone has bias. It is human nature. It exists in all thinking creatures. You can even see it in your pets! The challenge is to know when that bias is serving best interests and when it is not. What we must do is know when we are acting in a way that harms others.
Teachers, like all other professions, have their biases. As a result, we miss a lot of opportunities to get the perspectives of others. Sometimes we are not always being open to what others have to say if what they are saying is not what we believe should be said. This can relate back to the qualitative research information we spoke about in Week 3.
Qualitative research is very helpful in working past our biases. But the key to successful qualitative research is to avoid biased questions that may lead to self-serving results. We must be willing to address the concerns that responders provide us with as well as value their priorities.
For example, Syracuse has a very high poverty rate, while at the same time, there are very high poverty rates in rural areas as well. What both have in common is low graduation rates, but the causes may be similar in some ways but also very different in others. The only way that those causes can be addressed is to listen to the concerns of residents specific to that area. Nonbiased listening and taking action specific to those concerns is very important.
Being a teacher, I often see the harm done to students by those who don't keep open minds to remedies and often get locked into "group think". Our students are individuals with unique situations that require teachers and administrators who are willing to look for solutions without relying only on the latest promotions.
Teachers, like all other professions, have their biases. As a result, we miss a lot of opportunities to get the perspectives of others. Sometimes we are not always being open to what others have to say if what they are saying is not what we believe should be said. This can relate back to the qualitative research information we spoke about in Week 3.
Qualitative research is very helpful in working past our biases. But the key to successful qualitative research is to avoid biased questions that may lead to self-serving results. We must be willing to address the concerns that responders provide us with as well as value their priorities.
For example, Syracuse has a very high poverty rate, while at the same time, there are very high poverty rates in rural areas as well. What both have in common is low graduation rates, but the causes may be similar in some ways but also very different in others. The only way that those causes can be addressed is to listen to the concerns of residents specific to that area. Nonbiased listening and taking action specific to those concerns is very important.
Being a teacher, I often see the harm done to students by those who don't keep open minds to remedies and often get locked into "group think". Our students are individuals with unique situations that require teachers and administrators who are willing to look for solutions without relying only on the latest promotions.