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In the book Blindspot, the authors reveal hidden biases based on their experience with the Implicit Association Test. Project Implicit is graciously hosting electronic versions of Blindspot 's IATs. These should work properly on any desktop computer and on several touch-screen devices including iPads, Android tablets, Nook tablets, and the Kindle Fire.

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TedTalk: Your body language shapes who you are 

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TedTalk: Your body language shapes who you are 

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Your body language shapes who you are - Amy Cuddy

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How does the idea of “fake it until you become it” apply in your context as a teacher or leader? How is this relevant to you?

What role do you think “fake it until you become it” might play in how you build relationships or cultivate trust?

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What role do you think implicit bias might play in how you build relationships or cultivate trust?

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What role do you think implicit bias might play in how you build relationships or cultivate trust?

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Implicit bias definitely has a role in how I build relationships and cultivate trust. Because it's implicit though, it's probably a little harder to see. And I live in MT where there's little diversity compared to large cities.

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My biggest takeaway is that we must carefully choose our communities so that we can feed our resilience through support, mutual empathy, and trust.

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The idea of "fake it until you become it" relates to me as a HS English teacher because "faking it" really just means practicing a behavior until it becomes natural. It's really not faking at all; it's just getting started on a new behavior.

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In my community of mental health consultants in preschool classrooms, we often use the phrase, "fake it till you make it." Meaning, we need to be confident and act like we know what we are doing to make teachers feel that they can trust us and de-escalate challenging situations. 

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In my community of mental health consultants in preschool classrooms, we often use the phrase, "fake it till you make it." Meaning, we need to be confident and act like we know what we are doing to make teachers feel that they can trust us and de-escalate challenging situations. 

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Implicit bias plays a huge role in how I build relationship and trust with others. As a white woman I work with many Black teachers, students and families.  I have been working in schools for about 20 years and I can look back as see how my implicit bias got in the way of my relationship with Black staff and families in the past. I assumed I would be rejected or not trusted so I behaved in that way.

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Implicit bias plays a huge role in how I build relationship and trust with others. As a white woman I work with many Black teachers, students and families.  I have been working in schools for about 20 years and I can look back as see how my implicit bias got in the way of my relationship with Black staff and families in the past. I assumed I would be rejected or not trusted so I behaved in that way.

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My biggest take away is to slow down conversations and ask questions with curiosity and empathy in order to come to a better outcome for everyone

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My biggest take away is to slow down conversations and ask questions with curiosity and empathy in order to come to a better outcome for everyone

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My big "aha" was actually about Lieberman's restructuring of Maslow's needs. I find it so validating to know that human connection truly is our primary need. To me, this means that empathy and trust are not only a moral obligation, but a necessity to life. 

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My big "aha" was actually about Lieberman's restructuring of Maslow's needs. I find it so validating to know that human connection truly is our primary need. To me, this means that empathy and trust are not only a moral obligation, but a necessity to life. 

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Because of the nature of implicit bias, it's so difficult to say how it's playing a role in my relationships! I'm certain it is there, as it is for everyone, and I'm sure it impacts my connections with students, colleagues, and parents. My hope is that my intentional attempts to build bridges and be both trusting and trustworthy can help chip away at my subconscious bias.

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I think "fake it til you become it" is relevant to me because I also experience those "I'm not supposed to be here" moments, and have a lot of self-doubt. When I'm feeling like I can't possibly face another behavior problem or a parent teacher meeting, I can use this idea to help me push through and realize my capability.

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"Fake it till you make it" applies well to some things, less so to others.

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"Fake it till you make it" applies well to some things, less so to others.

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Power posing has been on the scene for 10 years, and "fake it til you make it" for much longer than that.

My two cents would be that we have to be careful to balance pure bluff with actually acquiring the relevant skills and knowledge along the way, or the student has a rude awakening at state test time. (Our world is dropout prevention / dropout recovery, and dropouts start checking out very early)

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My implicit bias level came back higher than I'd like.

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My implicit bias level came back higher than I'd like.

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Race adds a whole extra, overlapping barrier to what usually surface at our school as class issues. Our students are here rather than their regular school because they fell off of that middle-class life track, if they were ever on it.

We model, we talk about what other ways there are to handle situations. It's harder, it takes more time when "that's the white way of doing that" is on top of "that's not how I (my family, my trauma) would do that"

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Separating trust into two components was a new element for me, one which resonates. It can give us a punnett square, it can give us a model to build trust by building those relationships and seeing each others' positive character.

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The idea that resonated most with me was that the adults in a school need to have faith in each other. We need to understand AND trust in what each staff member does and how they contribute to the greater good. We need to build community through what each person contributes rather than judging them for what we 'think' they aren't contributing.

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The idea that resonated most with me was that the adults in a school need to have faith in each other. We need to understand AND trust in what each staff member does and how they contribute to the greater good. We need to build community through what each person contributes rather than judging them for what we 'think' they aren't contributing.

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Is the question of implicit bias really a question of comfort?  We are comfortable with what we "know" and what we have been exposed to on a regular basis.  If we were to focus on learning and immersing ourselves in other cultures, other social settings, other ways of life, would we not become comfortable in those settings as well?

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Is the question of implicit bias really a question of comfort?  We are comfortable with what we "know" and what we have been exposed to on a regular basis.  If we were to focus on learning and immersing ourselves in other cultures, other social settings, other ways of life, would we not become comfortable in those settings as well?

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"Fake it 'til you make it" is the phrase that I have heard more often.  I have personally applied this in classroom settings throughout my career.  You sometimes have to do this with your attitude for the day and you sometimes have to do this with your content in order to engage your students.   In the case of building trust, I can see how you can force an attitude and mental perception toward a difficult situation until the new thinking becomes the reality.  

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"Fake it 'til you make it" is the phrase that I have heard more often.  I have personally applied this in classroom settings throughout my career.  You sometimes have to do this with your attitude for the day and you sometimes have to do this with your content in order to engage your students.   In the case of building trust, I can see how you can force an attitude and mental perception toward a difficult situation until the new thinking becomes the reality.  

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This chapter sparked a lot of ideas with me. The importance of building community through listening I found helpful in thinking about my job as a special education teacher.    Slowing down and to develop my listening skills and to incorporate them into my meetings with students and parents.  It is usually just one or two times a year where we can do this in an uninterrupted sit down type way, so asking good questions and then listening with confidence, to build the relationship, etc.   The Expansive Ways of Listening (Table 4.1) was a very good list to explore this,  Reminded me to listen with compassion and confidence in my abilities but also confidence in the abilities of who you are listening to.  The list reminds me to listen for possibilities and with hope.

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This chapter sparked a lot of ideas with me. The importance of building community through listening I found helpful in thinking about my job as a special education teacher.    Slowing down and to develop my listening skills and to incorporate them into my meetings with students and parents.  It is usually just one or two times a year where we can do this in an uninterrupted sit down type way, so asking good questions and then listening with confidence, to build the relationship, etc.   The Expansive Ways of Listening (Table 4.1) was a very good list to explore this,  Reminded me to listen with compassion and confidence in my abilities but also confidence in the abilities of who you are listening to.  The list reminds me to listen for possibilities and with hope.

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An awareness of my implicit bias I think helps me be aware that I do have bias. To be aware of them and to try and and be conscious of when they are a part of my judgement in working with students, staff , and parents. The test highlighted that I may have a slight automatic bias towards European American children. This information I feel helps me make efforts towards making sure I don't let that bias go unchecked and approach my teaching (and listening) in an expansive way.

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I really enjoyed this Ted Talk and might share it with my Principal. I am a strong believer in "fake it to you make it. " I think this is how I face most Mondays. I do a morning power pose when I think about it as well. It seems once the week is started and I go through some of the motions of my job, I am able to be more confident and at ease to get through the week. I think it lets us acknowledge that we are vulnerable and lets us build on our strengths (cultivating resilience).

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I think the biggest take away for me was the importance of how we and others interpret both verbal and non verbal behavior and the impact that can have on our actions within relationship contributing to either understanding or conflict.

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I'm looking forward to trying this out perhaps by utilizing the tools to build relationships and cultivating trust we're leaning about in this chapter. To DO them, not just read/learn about them. Specifically, I could focus on being honest and doing what I say I'm going to do (integrity) and continue to develop my competence instead of thinking I "already do that". Which will help foster the trust others have in me. I would also like to practice expansive ways of listening and asking questions that deepen understanding and show true interest in and respect for the ideas and opinions of others.

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I think the role that implicit bias plays is limiting and sets up a false foundation from which to build relationships and has a negative impact on trust building. It blocks empathy and mutual understanding.

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The main takeaway for this chapter is to be careful of the seeds that we plant in our community. Are we planting positive seeds or destructive ones? To be aware of the seeds that we nurture. Are we investing time, words, and energy in understanding, learning, and growth or are we strengthening roadblocks, judgement, and negative thoughts and feeling? Lastly, to surround ourselves with other positive gardeners. Is our community working towards the good or towards bad.

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Implicit bias is one of those sneaky/ under the surface realities that we hear of, but don't always fully recognize or understand. I have only been teaching for a few years in a predominantly caucasian community. When I do have students from a non-dominant race, I probably try to overcompensate in building a relationship with those students, to challenge and overcome the biases that do reside in me due to a lack of diversity in my community's that I have lived in. Perhaps that over compensation is bias as well, because I am still treating students differently (even if it is subtle and well meaning).

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This idea does personally resonate with me as a teacher. After I graduated from school, it took a couple of years to secure a teaching position. I applied to many different schools and heard nothing back. I had quite a few interviews that I was very hopeful for, and was turned down. I was at the point where I was giving up on myself. I felt like I had wasted 2 years and $30,000 to get a MEd, and nobody was willing to give me a chance. Perhaps I would never become a teacher.

A month after an unsuccessful interview, I saw that the same position had opened up again. My application material was still in their system and I sent it in again. Feeling jaded and a little salty, I said to myself "if they call me in and offer me the job, I'm going to confidently stand up and state that they should have hired me the first time." I obviously would never say that, but that's how I felt. That was the confidence that I walked into that room with. When offered the job, I gleaned with satisfaction and kindly accepted.

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I am interested in learning more about expansive listening and utilizing it in my work. I could see it being a helpful practice to use in transition planning and when developing person-centered plans for students transitioning from school to independent living.

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As a white, cis-gendered woman who works and lives in predominantly white communities, I am aware of my implicit bias and that it impacts the way I interact with others. I try to be mindful of not making assumptions and use expansive listening in order to better understand people and situations.

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"Fake it til you make it" definitely applies to my attitude some days. As a Vocational Specialist working with young adults, it's important that I model positive work-readiness skills, even on a Monday morning. "Fake it til you become it" happens when my attitude does ultimately change by modeling positive behaviors for students.

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My biggest take away from this chapter is how important trust is to help build resilient and strong communities, where all people support, encourage, and challenge each other; where we all belong.

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I am sure it plays a role in how I build relationships, but I try really hard to accept people for who they are and learn and embrace similarities and difference. Sometimes I am pleasantly surprised and have wonderful relationships and other times those who I grow a close bond to disappoint beyond repair.

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"Fake it until you become it" applies to me as a teacher and is relevant because there are always new things that come up, like a curriculum change or a parent meeting. As a teacher I have to show that I am confident and proficient, even when I may not feel that way.

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I love the suggestions for expansive listening, and plan to incorporate them in my teaching, and also in my interactions with colleagues, friends, and family. I believe that one of the most under-utilized forms of communication is listening. I mean listening to understand. Aguilar mentions empathy and compassion. I don't believe that either of those is possible without listening to understand.

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I was surprised that my results came back as a slight bias toward European American children as I think I only miscategorized one. I would like to see more information regarding that.

However, I work hard to not engage in bias. I realize that implicit bias means that i am not aware that I am engaging in bias. I have had interactions with students that upon later reflection, I have asked myself, "Did her/his race have any effect on my response?" I wish that I could say no, but I know in my heart that I have unwittingly had a bias toward/against a student based on his/her race. The only way I can combat this, is to be constantly vigilant with myself, and be aware of my words and actions.

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I think faking it, until you make it could have both positive, and negative implications. On the positive side, I think it can help you develop the confidence, and agency to be successful at whatever you are attempting. I like adding the words, “not yet/yet” to negative statements such as, “I don’t know how to _____ yet.”

On the negative side, I think that faking it until you make it could lead you to be more sensitive to criticism. The idea being that if someone is noticing your errors, you could be ‘found out.’ or if someone is being critical of you, then they realize that you are an imposter. Another possible down side to faking it until you make it, is related to what I just mentioned. If you’re faking it until you make it, it might be hard to admit to your errors, or take responsibility for your errors. Again, that could expose you as a fraud.

I try hard to not feel embarrassed or ashamed of errors that I make. I work hard at acknowledging the importance of errors in the cycle of learning and growing. And, I know that in my heart, I am always a bit ashamed of when I make a mistake, as I feel as if it is further evidence that I am an imposter.

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My biggest takeaway from the section is her reflections on fear. Reading some of the sections of this chapter, such as healthy conflict, I quickly became uncomfortable. So often, my behaviors, or lack thereof, are rooted in fear. I enjoyed that she pointed out all the ways fear is rooted in our profession and reframed how much of our fear is not rooted in real threats (anymore).

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Implicit bias is often our first thought or action toward another person.  When we do not reflect on our bias, we cannot move or grow through it.  Teaching becomes incredibly hard when we do not reflect on our biases, are we giving everyone an equal education if we do not reflect and grow from our knowledge of our biases?

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Fake it till you become it/make it is a phrase I often hear told to mothers suffering from postpartum to encourage them to connect with their child until more appropriate systems (medication/therapy) can be put into place.  It also feels like a band-aid to me. While I agree that the body and brain are connected and how we move our body impacts the hormones we produce, it is a simple solution to a larger issue.  If someone does not feel like they belong, my first thought would be what culture is like and what this individual supports, values, and goals are, are we asking someone to fit into a box that only benefits a few?

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My takeaway from this reading is that building empathy is crucial for a strong, connected community. Empathy helps us understand and share each other's feelings and experiences, making our bonds stronger. This connection is especially important during tough times. By being more present and developing empathy, we create a more caring and united community.

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When I first started teaching instrumental music, I often felt unsure of myself. The idea of "fake it until you become it" really helped me. There was one lesson on advanced finger techniques that I wasn’t fully confident about. I practiced a lot and demonstrated it as if I were an expert.

Before concerts, I used to get really nervous. But I knew I had to stay calm for my students' sake.

Over time, by always showing enthusiasm and resilience, even when I didn’t feel it, I created a positive learning environment. My students became more engaged, and I grew into a more confident and effective teacher. "Fake it until you become it" turned out to be a game-changer for me.

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The biggest takeaway for me is how important it is to build on the positives of this work. Aguilar states that "even the most resilient person cannot thrive in a toxic culture." I think we have to focus on having open hearts and positive, clear communication in order to create a healthy school community.

The other nugget that I found helpful were the sentence stems on pg. 118 for healthy conflict. I so often stay quiet when I disagree with someone because I don't want to start something, but these are very gentle and I can see myself using them.

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Implicit biases can lead to unconscious judgments about others based on stereotypes. These biases can cause you to misinterpret behaviors or intentions, which can be damaging relationships. These biases can interfere with trust because you might trust someone based on preconceived notions rather than their actual behavior or character. As a result, if people sense bias in your behavior, it can undermine their trust in you.

I think the best way to mitigate this is to be self aware and reflect on your biases and how they might be influencing your behavior and decisions. It is also important to seek out diverse relationships to understand different perspectives, to be open to feedback about your behavior, and keep learning.

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The idea of “fake it until you become it” is nice up to a point. I love the idea in order to give a person that little boost of confidence that they need to accomplish something. The idea of doing a power pose to get yourself pumped up to teach your last period of the day, or faking the smile or positivity until it becomes a reality are good uses of the idea.

But sometimes I fear that you might get so good at faking something that you might never actually learn the skill that you are faking. And if people (especially students) ever figure out that you are not being genuine, it can erode trust pretty quickly.

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My biggest takeaway from this chapter was addressing conflict in a healthy way and how having harmony with a group can be unhealthy if the harmony is artificial and resulting from not asking difficult questions. I realized after reading this chapter that healthy conflict does not have to be uncomfortable; it can be as simple as letting people know you disagree with them and agreeing to disagree but also working to come to a compromise and making sure everyone in the group fels heard.

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My biggest takeaway was about how social connection is a human's greatest need. It made me realize that my approach to enter school communities has been misguided; I often put my head down and focus all my energy on my own classroom, skipping lunch and happy hours to work so that I can get everything done and try to leave by dinner time. What I know realize is that going into next school year, I want to spend more energy on building relationships, listening to others, and doing what I can to foster a healthy culture in our school building amongst adults.

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I think that a lot of your success in a school has to do with how you carry yourself and how children, families, and coworkers perceive you. If you are able to project confidence and positivity in the classroom, I think it makes children feel more secure. I also think it helps builds trust with adults. That doesn't mean you shouldn't ask for help, but I think it connects a lot to the previous chapter- its all about authoring your own story and about working to craft positive stories in your own mind. I think the behavior of thinking positively and carrying yourself with confidence can be a bit of a self-fulfilling prophecy.

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By definition, implicit bias occurs quickly an instinctively. Because of that, implicit bias can affect how we interact with others, particularly those who are different than us, without us even knowing it. This means that if we do not take action to become aware of of these biases, they will just continue to somewhat secretly impact how we interact with others and the judgements we make about them. That is why I believe it imperative as a teacher that we talk about this in professional development settings and that we take data on our behavior in the classroom. Who are we calling on? Who are we praising? Who are we disciplining? What does this tell us about our implicit biases? Only once we are aware of them can we act against them.

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I've taken one or two of these Implicit Bias tests a few years ago during my masters program, and the outcomes were different this time. Within these five years, I've worked in a predominantly BIPOC community and I've become more aware of how I show up and how I am connecting and relating to others. I'd like to think I'm pushing back on older programming. Not sure if that makes sense... A previously "slight automatic bias towards lighter skin" has transitioned to no distinct preference (or whatever their word choice was).

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I've had friends and family question my sentiments on feeling isolated in the teaching profession and this chapter provided clarity. It IS an isolating profession, though teachers are with humans all day, the humans that fill their hours are not the peers that counter the isolation. For that, one must seek community - this is where connection and joy are. At my first school, I had a beautiful community! One that I was immediately immersed in! And my next school, I was so afraid of feeling alone and isolated that I'd inadvertently isolated myself. I know that Covid had a heavy hand in it, by initially not even being able to be in the staff room. But as we were allowed to, I'd become accustomed to hermitting myself away, and when I did make the effort to join, I always felt out of place. Eventually, I stopped even trying. I didn't Know them. I didn't know what they Did. That relational trust was not there.

I appreciated the expansive listening concepts and the sentence stems for leaning into healthy conflict. Though I am not a fan of conflict, I see that it is an important part of the bonding process. And, when done "right", is essentially an "exchange of ideas", which allows for empathy, as empathy "opens paths through resistance."

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"Fake it till you make it" seeds of "Imposter Syndrome"?

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"Fake it till you make it" seeds of "Imposter Syndrome"?

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Reading the statements from others, I'm glad I'm not alone in my mixed feelings about the "fake it till you make it" - and even the new "fake it till you become it" mantras. I wonder if this is where the imposter syndrome comes from, everybody just trying to "fake it"? I know I've got imposter syndrome, to the point where I recently told an old teaching partner that I didn't know how to "teacher" by the end of the summer...

All that aside, I value what pink lipstick lady was saying about non verbals. It is incredibly powerful to KNOW that the way one carries themselves can Change your brain and directly influence someones immediate perception of you. I flip-flop from thinking I'm taking up too much space to putting my hoodie up in order to try to take up as little space as possible. I am going to be mindful, and intentional about my presence in this way, knowing there's science behind it vs. being "judgey".

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We absolutely all have implicit bias - but I believe we can grow in those areas and having awareness of it helps us to better build relationships and cultivate trust. Having read Blind Spots, this is one of the points the book makes. The ability to name it in ourselves is really step one. I have certainly grown in it in my career; even the student teacher relationship more simplistically, by examining where my biases are I am now better able to connect with students across varying lines of difference. HG

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I am a bit hung up on the conflict piece. I am in a school environment that is generally a community people want to be a part of and many are teachers in the same school they grew up in. That said, I didn't grow up here and am one of few that got my role without prior connections to the school and absolutely feel that in my work in EDI at the school and district more broadly, as well as in some personal interactions. I also know it impacts others more, staff and students. And I believe leadership has a role they are afraid to play in making it better and am evaluating what my role should be in that.

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What role do you think "fake it until you become it" might play in building relationships or cultivating trust?

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What role do you think "fake it until you become it" might play in building relationships or cultivating trust?

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‘Fake it until you become it’ is a fascinating principle to align with building relationships and cultivating trust. On one hand it could really help especially more introverted people to build relationships and trust but on the other is that a fake relationship? Or are you eventually able to authentically be in those relationships and authentically trust people. I think a person could fake it until they become it, though maybe they will grow past the relationships they start with.

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My biggest takeaways were the helpful reminders in several key areas. For instance, recognizing how much your community and the people you surround yourself with can impact who you are; understanding that there are many ways to listen; acknowledging that our body language is another form of communication; and realizing that our own biases influence our daily lives.

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I've taken several courses on implicit biases, so I've always considered it crucial to become more aware of our own. I've been fortunate to grow up in a family of teachers who worked hard to provide me with diverse experiences through travel and literature. We were the family that engaged in intense discussions at the dinner table and wasn't afraid to tackle uncomfortable topics. However, I recognize that many people in my life didn't have the same exposure. After completing these courses, I realized just how significantly our implicit biases influence our daily conversations and actions. I do find it challenging to delve deeply into this topic, as it can sometimes feel overwhelming and turn everything upside down.

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As a teacher, I often hear the phrase "fake it till you make it." Sometimes, it's a strategy for getting through a tough day or encouraging students to engage with something they might typically resist. I appreciate the science behind this approach because I love teaching my students about the power of our bodies and minds. I agree with the idea of "fake it till you become it," as it involves training yourself to adapt to a new norm, practicing new skills, and building new habits. Since habits take a few months to form, you might need to rely on the "faking it" part during that time, essentially tricking your brain into adopting the new habit, no matter how challenging it may be.

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Honestly, one of my biggest take aways was the fact that there is no equivalent for the ¨resting bitch face¨ for men. Ha! Well, that and the Maslow´s hierarchy of needs restructuring. Very interesting and I am 100 percent on board.

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Honestly, one of my biggest take aways was the fact that there is no equivalent for the ¨resting bitch face¨ for men. Ha! Well, that and the Maslow´s hierarchy of needs restructuring. Very interesting and I am 100 percent on board.

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Implicit bias can block relationships from happening before they even begin. I am frustrated at times by the fact that we do not spend enough time uncovering these beliefs in our PD´s at school. What is more important?

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Implicit bias can block relationships from happening before they even begin. I am frustrated at times by the fact that we do not spend enough time uncovering these beliefs in our PD´s at school. What is more important?

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Fake it until you make it might just mean having confidence in yourself that even though you don ´ t know how to do something now, you know you are on your way. Also, while you are on your way, you are not going to not beat yourself up for not being where you would like to be immediately. Words that come to mind are resilience, optimism and practice and patience.

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Fake it until you make it might just mean having confidence in yourself that even though you don ´ t know how to do something now, you know you are on your way. Also, while you are on your way, you are not going to not beat yourself up for not being where you would like to be immediately. Words that come to mind are resilience, optimism and practice and patience.

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This chapter really resonated with me.  I have had seasons in my life where I have not had enough community and I can say that it resulted in some low moments for me.  I love this chapter because it has become a real priority to be intentional about this.  On page 97, it highlights that strong communities retain educators.  I have found this to be so true.  I love the community that I have here and I do believe that it has increased my ability to stay connected here.

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I am happy that my test reflects that I don’t have any automatic preference. I do know, though, that implicit bias can play a role in how I create and grow trusting bonds with others.  I don’t like that it can happen, but I do know that it is human nature to a certain extent I think that if we are aware of its ability to creep in we can be on guard against it.

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Faking it until you make it has worked well for me in my life.  I have often found that if I continue to have a positive attitude and continue going through the motions, I end up liking things better.  Exercise is a great example of that for me.  I have always encouraged my daughters to adopt this philosophy.  For example:  They may not like their sister in the moment but they need to behave like they do.  Oftentimes, our hearts can change.  I do think that has helped them to be the good friends that they are today.

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My biggest takeaway from chapter 4 was learning about the African American East Coast principal who felt anxious around his teachers. I am one of two African American teachers at my school, the only one teaching the elementary grades. I realized that I also change the way I talk and act around my fellow teachers because I do not want to be typecasted as the loud angry black woman. I currently work at the least diverse school I have ever worked at. While I trust the teachers and I think it is run well by competent leaders, I automatically assume how they must feel about me and I have a hard time former connections with my team.

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I love the idea of faking until you become it when thinking about building relationships with coworkers. I will try this out when I return to work. I think it has a very good chance at succeeding because it changes my internal beliefs that they see me a certain way. I can show up differently.

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I was reminded of the power of connection. Working in education can be discouraging/overwhelming etc., and I agree that it is critical we find people to be in community with who inspire and encourage us. I have experienced those toxic spaces of despair. I am so grateful that the team of educators I currently work with hold the same values I do. They help me remain hopeful and persevere when things are hard. They also bring joy to the work!

I also really liked the expansive listening chart. This feels really helpful for me in thinking about the novice educators I support and working to be responsive to their needs.

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I know that I possess implicit bias. Implicit bias is something I have intentionally worked on--and will need to continue to do for the rest of my life, since I am swimming in a society that promotes specific narratives around race, culture, gender, age etc. I remember once noticing being surprised when a new Pacific Islander came to my class every day and on time; that was me having bias and stereotyping! Bias impacts how we treat others and causes real harm. In working with educators, I need to be intentional about pushing against bias so they can show up authentically and safely.

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This makes sense in connection with the novice educators I support. There's so much to learn and figure out the first few years of teaching, that frequently the new teachers I serve struggle with self doubt and feeling overwhelmed. This was a good reminder to me to really highlight all the things they are doing well so they can see themselves as strong teachers who are capable and able. They are in the process of actualizing who they want to be. This is also just good information to pass on.

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Implicit bias has a significant role regarding how we view the world and build relationships. I think a critical key to navigating my own bias was thinking critically about my own identity, privileges, and intersections. Getting to know myself more allowed me to be okay with making mistakes and owning them. When a bias pops up for me I ask myself: where is that coming from? Why am I thinking that?

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My biggest take away from this chapter centers on trust. I am a fairly guarded individual. I take my time to get to know my colleagues. If I'm being truly honest, much longer and more critically than is likely necessary but my own identity and experience have led me to be more protective of myself. I do have a small group of trusted colleagues in my building but it really took time to build strong relationships with them. Having these relationships makes the amazing and challenging work we do easier. After reading chapter 4 my ideas around trust are shifting. I am now thinking about how I can help cultivate a trusting environment in our community rather than considering whether individuals are trustworthy.

Another take away for me focuses on cultural competence. Each year that I have worked as an educator I have had students from a variety of cultures and it has been so valuable for me to learn about their families and cultures. For example, this year I have a student whose parents do not engage in conversations with their children until they are 6. This is valuable to know as we discuss how we communicate with our families in class.

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Fake it until you make it as a teacher has generally meant to me that teachers are expected to pretend that everything is okay and going well until things are actually going well. For me this has created some conflict because it can create situations in which people do not seek help or support when they might need it.

I do recognize the value in this practice as well. For example, a person may not practice positive self talk but the act of engaging in this behavior can be the spark that ignites the authentic positive self talk to take hold.

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Implicit bias shapes how we perceive and interact with each other, which can impact trust and relationships. By being mindful of our biases and seeking diverse perspectives, we can foster empathy and build genuine connections.

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I enjoyed this chapter because it pointed out that empathy is a skill that can be intentionally developed and strengthened. Elena talks about how empathy is a willingness to see others' perspectives. As a PreK Instructional Coach, I am often asked to support teaching teams (teacher, assistant and part time assistant) in communicating and working well with one another. This often starts with teaching team working to build empathy for one another in order to better understand one another and to not take things personally. The list of expansive listening suggestions that Elena provides is very helpful in guiding teaching teams in how to listen to one another.

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I love this idea of "fake it until you become it" as I am embarking on new career adventures. This is my second year as an instructional coach and I have just received my Principle license. As I step into new roles and make mistakes, I feel a lot of nervousness and low self esteem creep in. If I can fake that I know what I am doing and that I feel super confident, things tend to go better and I end up feeling better.

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My biggest takeaways from this chapter are about the importance of being vulnerable and having less fear when building a community. It was eye opening that Elena said that "fear might be the biggest problem we face in schools." In reflecting on this, I see how this influences interactions between students/teachers, teachers/parents, and students/students. I think that by pushing beyond fear and being vulnerable, the strongest relationships and communities can be built.

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Implicit bias plays a huge role in how I build relationships and cultivate trust with others. And I know that it probably plays an even bigger role than what I think. The school/town that I work in doesn't have very much racial diversity but we have a large amount of diversity in terms of peoples backgrounds and experiences. I know that I am bias in these situations too- this causes me to resist building relationships or trusting different types of people. I'm telling myself one story about them without actually getting to know them. Understanding where my implicit bias is can help me to start to recognize where it might be hindering my community building.

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How does the idea of “fake it until you become it” apply in your context as a teacher or leader? How is this relevant to you?

The idea of "fake it until you become it" was my motto in my first 3 years of teaching. I was so lacking in confidence in my first years and I truly asked myself to pretend to be confident. I remember feeling really sad because I wished that I could just be confident instead of faking it. I think it was crucial for me to get through those first years of teaching, parent meetings, conferences, etc without letting my anxiety get the best of me. In hindsight and with the confidence that I have now through years of teaching, experience, and confidence building in other aspects of my life, I see how much I did fake it until I became it.

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Fake it until you become it!

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The root of building communities is trust. Trust in colleagues and our students. The idea that trust in colleagues is built on not only respect and personal regard but also competence and personal integrity was a big takeaway for me. I appreciate the discussion around competence and personal integrity and the role those play in fully trusting a colleague.  It helped me understand how to gain trust from others and why I have been slow to trust others at times. 

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The root of building communities is trust. Trust in colleagues and our students. The idea that trust in colleagues is built on not only respect and personal regard but also competence and personal integrity was a big takeaway for me. I appreciate the discussion around competence and personal integrity and the role those play in fully trusting a colleague.  It helped me understand how to gain trust from others and why I have been slow to trust others at times. 

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This was an interesting test and the result will be helpful in informing my practices. It gave me a better understanding of unintentional responses to others who may be different than me. 

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This was an interesting test and the result will be helpful in informing my practices. It gave me a better understanding of unintentional responses to others who may be different than me. 

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This relates to me as a teacher often. I believe that in order for my students to learn from me that have to trust me. As learned from the video, body language that is assertive and enthusiastic helps other feel confident and trust the personal is competent. 

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This relates to me as a teacher often. I believe that in order for my students to learn from me that have to trust me. As learned from the video, body language that is assertive and enthusiastic helps other feel confident and trust the personal is competent. 

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I really enjoyed this chapter. My biggest take away was the section regarding expansive listening. I've worked to build my listening skills over the years. I really liked the breakdown of different ways of listening. We tend to have certain things we are listening for when communicate, breaking down the many things we can be listening for that build community resonated and gave me some dynamics to think about and new ways to listen.

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Implicit bias plays a role in every relatoinship we have. Our brains are wired based on the relationships we have, the media we are exposed to- we are alsways taking in information and are brains categorize that information to keep us "safe" without filtering that information for context. The best way I have found to combat implicit bias is by building meaningful relationships with people from different backgrounds, reading and watching media from diverse sources. For your brain to be less bias, what you expose it to must be more balanced.

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I think fake it til' you make it is a form of visualization in motion. I became a dancer a few years ago-- and it transformed how I carry myself. I 100% think about it the same way power posing works. I felt awkward at first and it became more and more natural. I began holding my body more confidently and began feeling more confident. and dancing better to boot. I think you can visualize how you want to show up as an educator-- embodying that vision might not feel natural at first but you'll begin to find your rhythm and what works for you.

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My implicit bias was a little higher than I expected. I think its really important that I carry myself with a level of self awareness when it comes to this. As teachers we are unaware of how are students truly see us as adults. I know I'm very self concious of the behaviors I'm modeling all the time. Especially when it comes to discipline I often reflect on how my own bias may have affected the way I see things/behaviors.

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I wanted to speak on the idea of educators trusting eachother as well as human connection. I feel that one of the biggest issues I face is continuing to assume students and other faculty memebrs are acting with the best intentions. We all can have arguements or make judgements in oru heads that arent fair to our colleauges or our studnets.

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I have seen this before and I love how clear the idea of faking it until you become it is. So many times students don't have behaviors or tangible actions modeled or explained to them and the ambigutity or gray area can make certain things seem unattainable or can lead to them identifying themselves as not capable. Faking it to me means adopting the behaviors you need to in order to seize the identity you want to achieve, and if you are engaged in those behaviors then you essentially are that person.

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Implicit bias impacts our relationships with students and how we trust them, and it also impacts their perception of us. Discipline in school is often biased when you look at data. When teachers are aware of this and discuss it, I think it contributes to the reduction of that bias. It's important that we ensure we are treating our students fairly and take steps to ensure our implicit bias isn't negatively impacting student's experiences at school. - Emily Rappleyea

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The idea of faking until you make it made me think of the nonverbals I present as I teach. Last year, one of the PD sessions was about classroom management for tricky classes, and one of the things that stood out was to have a single spot to give directions and to hold your body is a very specific way. I think combining that with a power pose would make you feel more in control and be more effective. When I feel like my classroom management is not it's best, I can see how a power pose or just faking it till I make it could be super beneficial.

-Emily Rappleyea

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My biggest takeaway from this chapter was the section on conflict. I am pretty conflict averse in all parts of my life, but I recognize the importance of disagreeing on important topics at work. I really appreciated the sentence starters the author gave on pg 118. We teach our students how to disagree when having discussions and we should make sure we are practicing what we preach!

-Emily Rappleyea

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I appreciate the intro to and ideas for expansive listening. It is easy to interject my own thoughts, stories and ideas into a conversation as a way to relate and engage, but often what would support the speaker even more is if I was to listen openly, expansively. And then to follow up my listening with an opportunity for them to say even more. Body language comes into play with expansive listening, too. Practicing having an open posture and calm, but interested facial expressions provides the speaker with a stronger sense of trust, which allows them to shar emore freely.

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I live in a small, rural, predominantly white community, but grew up in a wonderfully diverse area. I am grateful for the experiences of my youth as they continue to provide me with insight into the larger, less white world. However, the lessons of my adulthood have led me to a narrower way of viewing the world as exposed by the implicit bias tests I took. A reminder to consider perspectives and reflect upon my judgements when interacting with others.

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I come across as a quite confident educator because I have practiced the "fake it until I become it" mindset for most of my career... and it often works. Applying the veneer of confidence and expertise has led to me actually gaining the confidence to achieve the expertise.

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My biggest takeaway from the chapter was the author’s comments on fear - that if we leave our fear unchecked it blocks our ability to connect with others and achieve our purpose. When I find myself in situations at school such as needing to respectfully challenge authority or needing to admit my mistakes and ask for forgiveness, I want to make sure that I do not let fear alone stop me. I want to put together a plan for how to handle a tough situation and then build the courage to carry through with my plan.

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I am sure implicit bias plays a role in how I build relationships and cultivate trust. I still need to work on becoming aware of which biases I have absorbed since birth and make sure I am not operating from them. I need to do a deep dive, admit mine to myself, and work to recognize when they may be interfering with my relationships with students and colleagues. I’ll be vulnerable and share one that came to light for me this year that I didn’t realize I had. Male versus female administrators, specifically elementary principals. This was the first school year of my career in which my principal was not a male and I realized that my trust in her did not come as easily as it had for my previous leaders for many reasons, but my own implicit bias was definitely present. I think the best thing we can do is to not be ashamed of our implicit bias and remember that we all have them and we just need to work really hard at becoming aware of them and not acting on them.

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The concept of fake it until you become it has helped me become a better teacher in so many ways. I am an introvert by nature, but the educators I was most inspired by and built relationships with were those teachers that had more extroverted personalities. I knew that in order to connect with my students, I had to be enthusiastic, passionate, put myself out there, laugh at myself, and project confidence. These are things I had to fake a lot in the beginning of my career that come more naturally to me now. I would now definitely describe myself as an extroverted teacher. I also have had to fake passion about my content sometimes and through faking it, I have actually become somewhat passionate about some of the most “boring” content and I can make it come to life and get kids to like it, too! ;) I think schools try to instill the fake it until you become it mentality, too, in subtle ways like making kids sit up in class, take their hats/hoodies off, etc. If you act like a learner, you’ll start to feel like a learner is the message we are trying to send. But I really do believe in this concept.

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My biggest takeaway from chapter four is to be aware of how we respond to others, both verbally and nonverbally. In my classroom, I will build good relationships with my students when I create an atmosphere of trust and when I respond to their needs with empathy.