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Take Physical and Mental Note of Students' Birthmonth (age)

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Take Physical and Mental Note of Students' Birthmonth (age)

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Not so that you can wish them a happy birthday, but so that you can better understand their intellectual aptitude. This strategy is appropriate for young children. A student born in December of 2015 can be in the same class as a student born in January of 2015. The student born in January has almost an entire year of brain development and experience over the other. This can affect everything from their learning to their behavior and basic coordination capabilities.

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Outliers: Why Some People Succeed and Some Don't

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I chose this because I have never been a big fan of the end-of-the-course surveys that students are often asked to complete. Just as it would not be responsible or helpful to give students feedback only at the end of the class semester, the same is true for students giving feedback to their teachers. This is appropriate for post-elementary classrooms.

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Awareness of Implicit Biases | Poorvu Center for Teaching and Learning

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Examples Instructors may assume that certain students know to seek help when they are struggling, although students at higher risk for struggling academically are often less likely to seek help and support. Instructors may assume that students from certain backgrounds or social groups have differi…

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I found this interesting because this strategy requires one to be explicitly bias in order to confront and try and combat present and future bias. It is hard to determine which age level this strategy would be most appropriate, as there are many factors that could lead to disgruntled peers of the “star pupil”.

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Educator Gail Thompson has written numerous books, including the book Up Where We Belong, on the challenges faced by what she calls "America's stepchildren" - black, Latino, Southeast Asian, Native American, and white, low-income students. Instructor talked with Thompson about what teachers can do to improve their own practice.

1. Be honest with yourself
Admit that you are not color blind. Practically no one is. "There are various common mind-sets that teachers aren't even aware of, which are rooted in biased beliefs," says Thompson. So she prescribes what she calls a "checkup from the neck up."

Ask yourself these questions:

Do I truly believe that all students, regardless of race, ethnicity, gender, or socioeconomic background, are capable of being academically successful?

Do I have beliefs about their home lives or community that prevent me from seeing their academic potential?

Do I treat students how I want my own children to be treated by their teacher?

2. Show that you care
When Thompson surveyed an underperforming school in California, black students were twice as likely as white students to believe that "most of their teachers didn't like them," even though nearly all the teachers answered that they cared about their students' welfare. Clearly, teachers' caring doesn't always get communicated effectively. Remember to ask how your students are doing, listen to their answers, learn about their distinct cultures and interests, and show patience and kindness, Thompson suggests.

3. Treat students their age
According to several studies, white adults tend to engage in "adultification" of black children, especially of boys. "Instead of viewing black students' behavior as that of children," Thompson explains, "they viewed the boys as if they were adults"-and ratcheted up punishment accordingly. Remember to grant all of your students the same status as children, and recognize the innocence and vulnerability that status entails.

4. Don't judge parents too quickly
Thompson notes that some teachers may blame students' academic problems on bad parenting. "Most African-American parents do care about their children's education," Thompson writes, "but they may express caring differently from how white middle-class and upper-class parents do." Black parents, Thompson found, ask about school, listen to their children read, and express interest in grades, but are less likely to help with homework. Working-class parents and single parents may also be less likely to attend parents' nights and parent-teacher conferences, not because they care less about education, but because to attend might present a major inconvenience or financial hardship.

5. Don't tolerate racism from your students
It is important to set strict classroom rules on teasing and the use of racist or other derogatory comments: "Leadership sets the tone - be it the teacher, the principal, or the parent - about what's acceptable and what's not," explains Thompson. "And when the leader sets a tone that says, 'We're not going to condone certain behaviors, and every child is going to be treated fairly,' it works."

6. Maintain expectations
At a recent workshop, says Thompson, "a black principal at a school that is 76 percent black told me his biggest battle was getting teachers to raise their expectations. And that's not uncommon. Sometimes teachers assume that black students can't do the work that kids in white, affluent, and middle-class communities can do, and so they lower the expectations. The result? Standards are very low."

7. Take testing seriously
"Although I have problems with the current high-stakes testing movement," says Thompson, "it's important that teachers take it seriously. Students often feel that because they are not spending time preparing, the tests must not be that important. I hear high school students, particularly African-American boys, say, 'The tests don't matter.'"

8. Treat your problem child as a "star pupil"
Thompson challenges teachers to "select a student about whom you've formed a negative opinion," and for 21 consecutive school days, force yourself to view and treat this student as if he or she were the brightest student in your class. "If you actually try this experiment, even once," says Thompson, "it just might change your teaching forever."

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Educator Gail Thompson has written numerous books, including the book Up Where We Belong, on the challenges faced by what she calls "America's stepchildren" - black, Latino, Southeast Asian, Native American, and white, low-income students. Instructor talked with Thompson about what teachers can do to improve their own practice. 1.

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Inducing empathy for another person directly affects the handing out of punishments for misbehavior, which are often fundamentally rooted in gender and socioeconomic bias. This strategy to improve one’s own empathy for all students is appropriate for every grade level.

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A friend of mine recently told me about an incident involving students at Berkeley High School. On the first day of classes, African-American juniors and seniors were being asked by their honors course teacher to show him their schedule when they entered the classroom. The teacher, who was white, apparently assumed the black students were lost and in the wrong room, and his gesture made them feel unwelcome and humiliated.

This is an example of implicit bias-a behavior that arises from subconscious associations, which may even contradict someone's explicit values. Implicit racial bias plays a role in many classrooms and schools with potentially devastating effects. In one recent experiment with preschool teachers, researchers found that when teachers were primed to look for behavioral problems while watching a classroom video with black and white children (none of whom were misbehaving), teachers gazed much longer at black children than white children, as if anticipating the behavioral problems would come from the black children.

In another experiment from the same study, teachers read a vignette about a behavioral problem with a preschooler randomly identified as a black boy, black girl, white boy, or white girl, and then were given details about the child's background or not. Providing the background information on the child increased the severity of suggested disciplinary actions when the race of the teacher didn't match that of the child, supporting the idea that we are more inclined to punish those who look different from us.

In fact, disciplinary actions are more likely to be perpetuated against African Americans-boys and girls alike-than any other group of students, regardless of the infraction. And while it's understandable that teachers would want to prevent disruptions in the classrooms and take actions to avoid them, some seem to have little idea of how to do that without turning to ingrained biases.

Of course, teachers are not alone in having racial biases. Their behavior reflects how social messages are hard to escape, even for people of color. But studies like these show how racial disparities can be perpetuated in classrooms, too. If left unchecked, this kind of biased treatment can haunt a student well into elementary school and beyond, making the promise of "schools as the great social equalizers" a false one.

The good news is that teachers can learn to combat their prejudice, even the implicit kind, if they become more aware of it and take steps to actively fight it in themselves. Here are some of the ways that might help educators treat all of their students with dignity and care.

1. Cultivate awareness of their biases

Teachers are human and therefore influenced by psychological biases, like the fundamental attribution error, when we assume that others who behave in a certain way do so because of their character (a fixed trait) rather than in response to environmental circumstances. In-group bias leads us to assign positive characteristics and motivations to people who are similar to us.

Biases like these are natural, used as cognitive shorthand for making quick social judgments in ambiguous situations, especially those involving people from unfamiliar ethnic or social groups. They become a problem when we're not aware of their impact on other people. And if we're part of a majority group with more social, economic, or political power than a minority one, then accumulated unconscious bias can be extremely destructive, limiting the life opportunities and hurting the well-being of the minority group.

Many researchers believe that becoming more aware of our biases can help us improve our interactions with others, decrease our sense of unease in interracial contexts, and make better decisions. Though most of this research has been done with other professional groups or the general public, the same lessons are likely to apply to teachers.

However, many teachers feel pressures not to cop to those biases, perhaps out of fear they will be accused of racism. This leaves them blind to the ways that biases work at an unconscious level. Pretending to be colorblind is not helpful and in fact adhering to a color-blind philosophy has been shown to increase implicit bias, at least in college students. Admitting that we are all subject to biases creates a safer space to examine them more carefully and to take steps to fight them.

2. Work to increase empathy and empathic communication

Empathy -the ability to understand another's perspective and emotions-is important in all human social encounters, including teaching. Yet, often teachers have little understanding of the communities where their students live and have trouble understanding their perspectives, leading them to treat these students more harshly.

One solution: learning about the lives of students and showing that you care. At least one study has found that actively trying to take the perspective of another person-as opposed to trying to be "objective"-increased one's ability to not fall prey to stereotypical views of others. Actively inducing empathy for another person has been tied to a willingness to consider environmental circumstances more closely when handing out punishments for misbehavior. And, one recent study has found that training teachers in empathy cut down student suspension rates in half.

Though perhaps more research has been done on empathy in other professionals (such as physicians and police officers), teachers may want to take note of the ways that they have learned to increase their empathy through a combination of stress reduction, learning how to manage difficult emotions, and practicing empathic communication. Treating students with kindness and consideration is a sure way to bring out kindness in them, too.

3. Practice mindfulness and loving-kindness

Mindfulness practices-such as paying attention in a nonjudgmental way to one's breath or other sensations-has been shown to decrease stress in teachers, which can indirectly have an effect on reducing bias. But according to some research, mindfulness may also have a direct effect on bias reduction as well.

In one study, young white participants who listened to a 10-minute audiotape with instructions in mindfulness showed less implicit bias towards blacks and older people than those who listened to a 10-minute discussion of nature. This suggests that nonjudgmental awareness, even when not specifically focused on reducing prejudice, can help reduce unconscious biases.

Loving-kindness meditation-a practice that involves consciously sending out compassionate thoughts toward others-may also help. In a recent study, the random assignment of a short-term loving-kindness meditation reduced implicit bias toward a targeted group, though it didn't decrease implicit bias for other groups not targeted by the meditation.

4. Develop cross-group friendships in their own lives

While it's important to take steps in the classroom, the relationships we form outside of the classroom can also have an impact on bias.

Cross-group friendships have been shown in several studies to decrease stress in intergroup situations, to decrease prejudice toward outgroup members, and to decrease one's preference for social hierarchy or domination over lower-status groups. These findings alone might encourage teachers to seek out cross-group friendships in their lives so that they can be more receptive to the diverse students they find in their classrooms.

Another reason for teachers to consider developing cross-group friendships is that they may influence their students to do the same. When people see cross-group friendships working out in positive ways, they tend to be more willing to engage in cross-group friendships themselves.

In addition, positive cross-group friendships can have contagion effects in other people within social groups, turning whole communities into warmer, more receptive spaces for cross-group interactions. All of this bodes well for teachers role-modeling the kind of behavior they want to see in their students.

Of course, this doesn't necessarily mean teachers should indiscriminately approach someone just because they are from a different racial group. Instead, teachers can reach out to colleagues at work, or get involved in activities or perhaps attend events where people with different backgrounds and perspectives come together for a common cause. Developing friendships can be one of the best ways to break down barriers of prejudice, and it's more easily done when people have some common interests.

Is this a lot to ask, given all the burdens our society heaps on teachers? Perhaps. Teachers should get more support than they do, and, ideally, school districts should make reducing implicit bias a priority backed up with money, policy, and training. Individual teachers can only do so much.

Luckily, the teaching profession tends to attract altruists who want to teach in a way that helps their students. By working at countering implicit bias in themselves, they can truly make a difference in the lives of their students, making them feel safe, cared for, and welcome in the classroom.

Greater Good wants to know: Do you think this article will influence your opinions or behavior?

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Four Ways Teachers Can Reduce Implicit Bias

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We're all subject to bias. Here are tips to help teachers treat all of their students with dignity and care.

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By incorporating contributions of minority populations or historically underrepresents groups. This is most appropriate for adolescent age students.

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Photo by NeONBRAND on Unsplash

Differences do not need to be seen as barriers inside the classroom. We know that students are the most engaged when they see themselves reflected in the curriculum, when they feel included and safe in school, and when they are respected and acknowledged by their teachers. To accomplish this, we can look to Inclusive Teaching, a growing practice that aims to create a space where all backgrounds...

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5 ways to further combat Unconscious Bias in the classroom

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Differences do not need to be seen as barriers inside the classroom. We know that students are the most engaged when they see themselves reflected in the curriculum, when they feel included and safe in school, and when they are respected and acknowledged by their teachers.

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Facilitate group work and peer collaboration between students of dissimilar backgrounds. One of the best strategies for overcoming bias is to spend time with people who are unlike yourself. The appropriate age group is all ages.

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In June, a mathematics professor from a California community college unwittingly made national headlines after sending an email to a Vietnamese student asking her to "Anglicize" her legal name. He told her that the pronunciation of her given name sounded offensive, like "an insult in English." She refused, telling the professor that his request was discriminatory, but he repeated the request. Once administrators learned of the incident, Laney College put the professor on administrative leave.

While this example may be extreme, it illustrates one way that unconscious bias seeps into university classrooms, creating an uncomfortable environment for international students who already face a host of challenges when adapting to a new culture and an unfamiliar academic system.

Such expectations of conformity and attempts to suppress or alter cultural identity may interfere with international students' sense of belonging on campus, explains Christina Yao, PhD, assistant professor and coordinator of the Higher Education and Student Affairs Program at the University of South Carolina.

"The potential implications [of situations like this] could be feelings of alienation, or feelings of being [viewed as the] 'other,'" Yao says.

Recognizing Unconscious Bias

Unconscious, or implicit, biases are the attitudes, preferences, and assumptions that any person holds toward another individual or group of people. These beliefs-centered around a wide range of characteristics, from race, ethnicity, and gender to religion, speaking accent, physical appearance, and physical abilities-are formed from birth, outside of a person's awareness. However, they play a role in perceptions of and interactions with others.

Issues and perceptions around racism and unconscious bias affect international students studying in the United States, as well as those studying in other parts of the world-including U.S. students studying abroad. In the classroom, these biases can manifest in a number of ways:

A professor calling on certain students most frequently-for example, research shows a tendency by teachers at all levels to call primarily on white, male students

The readings and multimedia materials chosen for any given lesson not representing or reflecting the diversity of the classroom

A presumption that international students have expertise or an interest in issues related to their race, ethnicity, or home country

A tendency to equate lower proficiency in spoken English with poor writing skills

Initiating a discussion on a hot topic, such as racism in the United States, without realizing that international students in the classroom may not understand the historical and cultural circumstances linked to the issue

Faculty members are not the only ones who hold biases; students do as well. Yao points to research showing that non-native English speakers tend to be marginalized when it comes to group work, possibly because they struggle to comprehend or speak in an unfamiliar language or may not grasp the norms of peer collaboration.

Unconscious biases can hinder student recruitment, engagement, and success. In professional settings, it may stifle innovation or hinder efforts to diversify the leadership pipeline.

"If we're really trying to use education as a force for positive change, then we have to be constantly shifting and challenging ourselves to see the things we do that exclude or marginalize or devalue others," says David Wick, EdD, assistant professor with the MA program in international educational management at Middlebury Institute of International Studies at Monterey. "The only way to do that is to begin dismantling our implicit biases."

Here are a few tips for identifying, acknowledging, and actively working to counter unconscious bias in the classroom.

1. Get real-and embrace discomfort.

Addressing unconscious bias starts with awareness and acknowledgment, says Holly Carter, PhD, associate professor of sociology and interim principal of Harlaxton College, which is part of the University of Evansville.

"First and foremost, we must be aware that these biases exist, [everyone has them], and they don't make you a bad person," she says. "Secondly, [we all] have to be willing to acknowledge the fact that they can have some interplay in our life. And then I think we have to be open to experienc[ing] things that will change that socialization."

By the nature of their profession, international educators likely are interested in learning about different cultures and people. They should take time to reflect on how personal belief systems develop and how a person's worldview impacts their interactions with people and places that are different.

"If we're really trying to use education as a force for positive change, then we have to be constantly shifting and challenging ourselves to see the things we do that exclude or marginalize or devalue others." -David Wick

Malaika Serrano, MA, vice president for diversity and inclusion at WorldStrides, has worked with students to boost self-awareness through a process of naming their "privileged" identities-characteristics that give a person an advantage over others-and "targeted" identities-those that can hold someone back. The exercise sparks open conversation about biases and strategies for change. "We just take a deep breath and then lean into the discomfort," Serrano says.

2. "Spend time with people who are not like yourself."

A longtime volunteer with Habitat for Humanity, Carter quotes fellow Habitat supporter President Jimmy Carter as frequently saying, "The most important thing you can do in this world is to spend time with people who are not like yourself." An openness to hearing other people's stories can foster a deeper understanding of the vast range of human experiences.

At the University of Evansville, the weekly I-House series gives students from different regions of the world an opportunity to share with the campus community about their customs, beliefs, and culture.

"Sometimes we dance, and sometimes we eat, but these opportunities have been valuable in helping us to understand people in a different way," Carter says.

Following months of highly publicized acts of violence against Black Americans, Serrano led "Listening Circles" for employees at WorldStrides to discuss the personal and community impact of this violence. Serrano facilitated respectful conversations around questions such as the following:

What is your understanding of recent events that have transpired?

How has this made you feel?

What is one thing you would like to learn about someone from another community?

3. Apply intercultural communication techniques.

Globalization is a force that has led to more frequent and powerful intercultural interactions, and navigating those interpersonal relationships is more complex than ever. With one of her colleagues, Kathryn Sorrells, PhD, communication studies professor at California State University-Northridge, developed the Intercultural Praxis as a guide for "critical, reflective thinking and acting" in the context of global engagement. The process involves several steps:

1. Inquiry: Ask questions to understand more deeply another person's beliefs, or ask ourselves how we learned to think a certain way. "Fundamentally, our assumptions come from unasked questions," Sorrells explains.

2. Framing: Look at issues from different perspectives. "We develop certain ways of seeing the world based on our cultural frames [gender, race, etc.]," Sorrells says. "[Become] aware of your cultural frames and then [learn] through practice how to expand those."

3. Positioning: Consider the access to power in any given situation, based on materialistic and/or symbolic circumstances.

4. Dialogue: Engage in conversation to build bridges of understanding, tolerance, and acceptance.

5. Reflection: Create a better understanding of ourselves and how we relate to others, as well as the willingness to change our perspectives and actions.

6. Action: Use what we learn about ourselves as motivation for doing our part to make the world more peaceful and just.

"We've used the model as a way to understand that people bring very different perspectives and frames and they're positioned differently," says Sorrells, "but how can we benefit from our differences?"

Be the Change

Even taking the smallest steps toward countering unconscious bias can make a big difference. Educators should learn to pronounce international students' given names, for example, and ask for their help when needed.

Wick uses a technique called Pair Share to expand equity in the classroom. The method enables each student to reflect on class topics with a partner, then each group shares their insights with the entire classroom.

"[It can be difficult] to get educators to become conscious enough to ask these kinds of questions and start challenging themselves. ... By asking the questions and putting it into a public forum, I model that I'm continuing to push myself and asking for that kind of feedback in front of other people." -Tasha Willis

"One of the benefits of this teaching technique is that it can change which voices are heard," Wick says. "The pair conversation makes it more likely that every person in the room has a chance to express their ideas."

Technology also can be used to expand equity, Wick says. For example, students can contribute ideas through platforms such as a Doodle poll or a Google Form, reducing the risk of feeling like their ideas are wrong or unpopular.

And though it is not always comfortable, international educators should be honest about their own unconscious biases-for their benefit and that of their students.

"[It can be difficult] to get educators to become conscious enough to ask these kinds of questions and start challenging themselves," says Tasha Willis, EdD, associate professor in the School of Social Work and faculty director for internationalization at California State University-Los Angeles.

"By asking the questions and putting it into a public forum, I model that I'm continuing to push myself and asking for that kind of feedback in front of other people," she says. "That helps humanize me to other people around me-faculty, staff, and students-and lets them know that this is just part of being human, and that we have all inherited the world as it is." *

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Strategies for Countering Unconscious Bias in the Classroom

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NAFSA: Association of International Educators is the world's largest nonprofit association dedicated to international education and exchange.

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Are safe and affirming spaces for students to openly process, share what’s on their minds, ask questions and listen to each other about current life events. The appropriate age group is adolescents but it works for all ages.

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Research shows that teachers at all levels have a tendency to call primarily on white, male students. A strategy to overcome this is to use a random number generator to call on students during class. Appropriate for all ages.

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Presenting in front of the class makes me uncomfortable. If the teacher calls on me, I tense up and can't speak. Running in phy ed makes me self-conscious and ashamed.
There are a lot of things we ask of students that they don't want to do. Does that mean we should stop asking?

Earlier this month, I read this magazine explaining how teens are using social media to effectively kill public speaking assignments. Too stressful, they say.

Then I saw this passage in Matthew Kay's book, Not Light But Fire (an excellent book, by the way, about engaging students in meaningful conversations about race).

The quote is from one of his students:
"Going to a class with a teacher that frequently cold-calls students is like preparing for war. My heart rate accelerates and I break out in a cold sweat, even before the teacher asks a question... I am constantly fighting myself to stay in my seat, instead of making an exit by way of 'going to the bathroom' or whatever excuse will get me out of the classroom and out of the pool of victims that the teacher is at leisure to call on at any moment."
That sounds terrible - with brutal analogies to "war" and a "pool of victims" - and I'm guessing most readers will conclude that cold-calling is also cruel and must stop.

But I'm going to disagree and say: Not so fast.

Cold-calling (like presenting in class) doesn't have to be traumatizing. Done right, cold-calling is actually one of the most effective ways to engage of your students in classroom discussion.

So what is cold-calling, and how do we get it right?

Basically, it means a teacher calling on students who do not have their hands raised.

Here's how you do it wrong: Use cold-calling to shock a dozing student into alertness or embarrass a student who wasn't paying attention or challenge a smart aleck with a difficult question. That's why it gets a bad name.

But I know all students benefit from talking , and we all benefit from hearing everyone's voices, and even on a good day only half of my 36 students will voluntarily talk. The longer into the semester they don't talk, the harder it gets.

So I use cold-calling students with the goal of breaking the ice. Here's how:

Use "softball" questions at the beginning of the semester to get everyone talking. Content-relevant but low-stakes questions like: Have you ever experienced a food aversion? (psych) or How much would you pay for this beaded bracelet? (econ) help students find their voice.

Give students time to answer questions in a journal before sharing aloud. They have time to think through their response and don't feel pressured. This strategy opened up much better discussions in Civil Liberties - and put a pause on the fast responders.

Let students think-pair-share before answering aloud. That way no one is on the spot to provide their own answer - and the risk of being wrong is diluted to the pair or group.

Allow students to say "pass" with no repercussions. Period.

Say the student's name first, then pose the question, so there's never a "gotcha" moment.

. I always give a warning - Finally, don't use cold-calling for challenging questions"this is a tough one" - and seek volunteers. The fact that I've called it "tough" automatically lowers the risk of being wrong and rewards the brave soul who volunteers.

. . .

In my classes, I've found this kind of cold-calling encourages participation, and by the time we're a month into the semester, many more students are also volunteering.

Here's what one of my seniors told me in a thank you note last spring:
"On the first day of freshman year, I remember thinking... 'oh no, this teacher calls on people who aren't raising their hand.' ... Throughout the four years, I saw how much you cared about student learning. Thank you for keeping me on my toes and helping me have a voice in class by calling on me even when my hand wasn't up. You always pushed me to be better."
This echoes the research. Dallimore, Hertenstein and Platt (2012) compared student participation in classes with and without cold-calling and here's what they found:

"The percentage of students who participate in class discussions increases quite dramatically from just more than half in low cold-calling sections to just more than 90% in high cold-calling sections."

Quieter students need to know that we want to hear from them - not just from the big talkers. They need to know we value their opinions and ideas. And they need to know that our classrooms are a safe space for that.

And by the way, the kid who objected to running in gym class? That was me. And for the record, I'm glad my teachers made me do it. Our teenage selves, it turns out, don't always know what's best.
Martha Rush is a teacher, blogger, author and speaker. Visit NeverBore.org or join the NeverBore LLC Facebook group for more information. @MarthaSRush #beatboredom

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'Cold-calling' - done right - is an effective way to build classroom participation

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Presenting in front of the class makes me uncomfortable. If the teacher calls on me, I tense up and can't speak. Running in phy ed makes me self-conscious and ashamed. There are a lot of things we ask of students that they don't want to do. Does that mean we should stop asking?

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Intentionally hiding or ignoring the name at the top of an assignment can help eliminate cues for implicit bias. This strategy is especially appropriate when grading writing assignments for students at the secondary education level.

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Strategies and Resources About Implicit Bias | Sheridan Center | Brown University

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“Automatic preference… [for non-historically underrepresented groups that] predicts discriminatory behavior even among…[those] who earnestly (and, we believe, honestly] espouse egalitarian beliefs.” Banaji & Greenwald, 2013, pp. 46-47