Through What Lens Do You See Your Learners?
As I glanced at my Twitter feed the other day, I saw a Tweet from Manuel Scott that really resonates with me. As I read and reread it, I couldn’t help but nod my head in agreement. There are numerous connections that can be made in relation with his statement. In that moment I wish I could have reached out to shake his hand to express my appreciation in person. Here is the tweet:
Scott’s tweet made me think of biases we may have and how opportunities are often inequitable for various reasons. Although I work alongside teachers who seem to see individuals for who they are, I challenge us to consider if we hold biases or have ever held biases towards the learners whom we teach. Of course, no one wants to think that they are biased, and I understand that. Most of us have the tendency to say that we love every learner equally. Having a bias doesn’t necessarily mean that we care less about a learner; rather we may unintentionally treat some of our learners differently than others in a way that may be unfair based on our beliefs. Perhaps you don’t even realize your biases, but it’s an important topic to explore and reflect upon.
Our Learners Are Impacted by Our Biases
For some, having a conversation about biases is understandably uncomfortable, however it’s a topic we need to discuss more often. My hope is that as educators, we all care deeply about our youth. Even though we may care about every child, the truth is that biases still exist. How we perceive our learners, impacts the way in which we work with them and can even influence our expectations in the classroom. Our biases may even shape learning experiences and the opportunities we provide. Biases can be both positive or negative and include gender, race, or socioeconomic status, etc. We may hold these biases unconsciously, but other times, we may select word choices when speaking about a child that reveal our bias to our colleagues or even parents. I’d like to think that it doesn’t happen, but let’s be real, some biases are revealed to our learners through our interactions and the way in which we speak to them.
Recently, Dr. Rosa Perez-Isiah, educator and friend (whom I have deep admiration and respect for), wrote an article for ASCD titled, Interrupting Implicit Bias: The Power of Mirror Checks. I happened upon it via Facebook the night prior to publishing this blog post. Dr. Isiah is someone I consider an expert in this area, so I was so excited to read her article and connect it with my personal reflections. Within the article, Dr. Isiah goes deeper into detailing the difference between implicit and explicit bias. Dr. Isiah explains that implicit biases are typically unconscious, unintentional and can be positive of negative. On the contrary, explicit biases are intentional, conscious, and can be controlled by those demonstrating them. Dr. Isiah also shares thoughtful questions for reflection and helpful tips to reduce implicit bias within the article.
As a result of having biases, it’s quite possible that we may hold the bar too low anticipating poor performance or not providing equitable learning opportunities simply because we think, “our kids can’t handle the experiences provided at a school like [others], due to our population.” Or, if you were to look at discipline reports, would you see a certain gender or race with more incidents written up? The challenge is to recognize a bias and be cognizant of shifting mindsets. Although Scott’s tweet is specific to socioeconomic, I believe that you can shift the wording any which way and still have a similar meaning. For example, just because a learner is a girl, doesn’t mean that she can’t excel in STEM/STEAM fields. However, even in this day and age, biases exist around genders when it comes to science, technology, engineering and mathematics. Any factor that causes a teacher to have either higher or lower expectations for learners is likely going to create results to match.
We often speak about biases and inequities as actions
Dr. Rosa Isiah-Perez
that occur in other schools to other people by other
people. The perception is that bias does not typically
happen in OUR classrooms and schools with OUR
students…that we care for students and colleagues and
would never hold biased beliefs or engage in biased
behaviors. I acknowledge that there is a growing level
of awareness and concern about implicit and explicit
biases in our systems, but there is also a monumental
knowing-doing gap. We understand that bias, inequity
and systemic racism exist, but we continue to avoid
changes that would disrupt these issues in education.
Why? The current system is comfortable for too many
adults. As someone who believes that true education is
equitable and just, this disconnect and comfort level is
tremendously problematic.
Every single child has potential and is capable of great things, regardless of race, gender, socioeconomic status, or even diagnosis for that matter. In fact, a child who may have both parents in prison and has bounced from foster home to foster home, and is diagnosed with ADHD, has immense potential. Some children may require different levels of support, but we must never underestimate any individual or down grade our expectations for their ability. Creating responsive classroom cultures, with the foundation of relationships, and amplify voice and choice; support all learners to excel.
On the flip side, just because a learner comes from a home within a wealthy or ‘comfortable’ community and has a supportive family, doesn’t mean that they won’t require varying supports. I feel as though my words seem obvious, but the truth is that all of these beliefs and biases actually exist. We may make the assumption that certain learners require less support simply because of what their parents do for a living or where they reside. Every child comes to school with their own backpack of sorts. Some struggle with mental health or other ‘invisible’ health related issues. Furthermore, no family is immune to having troubles at home. It’s not our job to pity; it’s our job to foster resiliency and create the conditions where every child is nurtured to thrive to be their absolute best.
Every Child is Capable of More Than What’s Seen on the Surface
When learners come to your school or classroom, do you see them for their incredible inner potential? Are learners able to connect to you and their learning environment in a meaningful way? Do you get to know their story and connect through authentic relationships? The more we connect with our learners and grasp their story, the more we can reach them and support their growth from where they are at. The more we understand our learners, we can co-create inclusive spaces. Although every child has a unique starting point and background, they deserve rich and diverse opportunities that empower them to leverage their strengths, interests, learn to collaborate, communicate, and connect with those (locally and globally) who can deepen their learning experiences.
In connection with Scott’s tweet, you may teach in a school that has an incredibly high percentage of children that are categorized as low-socioeconomic. The majority of the community may be impoverished. Children do not choose their situation, and some families continue to struggle despite working multiple jobs just to put food on the table. When we look at our youth coming into our schools, we must see them for their inner potential, while understanding their unique stories to the best of our ability. We must be in tune with any potential biases that hold us back and instead, help create learning opportunities that develop their strengths, interests, and talents–– and foster experiences that broaden their horizons. Of course, learning to read, write, and use/understand mathematics are critical. However, if we continue to silo content or avoid learning experiences that involve greater collaboration and communication in fear of losing ‘control’ or thinking that kids can’t ‘handle it’ (again, in connection with our biases), we are missing the very magic of what inspires individuals to want to learn. Furthermore, that desire to learn is exactly what is needed to increase graduation rates and lead to preparation for college or career. In turn, academic growth can directly impact our communities.
Inspire Inner Potential Within All to Flourish
Schools are so much more than places to go to learn the basics. If we don’t address the possible biases we may hold, we may be the very thing that is stalling the growth of some of our learners. As educators, we need to be igniting a love of learning and fostering inner confidence within every child to become their absolute best. In looking ahead, think about each of the children who come to you each day.
What thoughts do you have in connection with your learners?
What potential biases exist?
What beliefs do you hold for them?
What truths exist regarding your interactions or expectations for their growth?
What may be holding them back?
What may be holding YOU back?
What might unleash their incredible inner potential?
It’s okay to realize our areas of growth to be the best version of who we are as educators, none of us are perfect. Yet, we can always strive to improve by reflecting on potential biases and what’s impacting the way we facilitate learning. I believe it’s our responsibility to develop ourselves to be our best–– thus give our best. If your responses include excuses tied to curriculum, mandates, current ability level of kids, or time, hit the pause button. We all have constraints or challenges, but within we can create magnificent opportunities for learning. I can say that because I see educators work through these very challenges on a daily basis. Start small with minor shifts, and continue scaffolding from there. If you want to talk through this more, reach out–– this is a passion of mine.
Every child, is capable of greatness. Be the one who inspires them to recognize and embrace it within themselves; that’s where the power exists. Together, let’s unleash it!
