Teaching Strategies that confront bias by Heather Stewart

heastewart1 — 2024-03-30 17:56:15 UTC

This teaching strategy has to do with the environment but something I use currently with the students I work with. The idea is to set up the design of the room or the content of lessons to reflect the makeup of the class. Such as having posters that reflect the diversity within the classroom. If there is not much diversity, it is important for students to see that there are many kinds of people in this world. It is important that all are represented so that when approached with situation students are not familiar with, they will feel comfortable, while reacting appropriately.

This strategy would be appropriate for all classrooms of all ages.

Croteau, J. (2020, June 3). Fight racism and teach tolerance. Retrieved from www.weareteachers.com: https://www.weareteachers.com/teachers-fight-racism/

heastewart1 — 2024-03-30 18:02:55 UTC

When teaching a classroom of students, it is important to understand our own implicit biases. When we understand our own biases, we can lead our students to understand their own implicit biases. Reading books and watching movies is a good start but exposure to different ways students may be implicitly biased will help students grow, realize and question for themselves what they find as true. The key is teaching students how to look at a situation and decide if what they have been taught seems fair or right.

While I believe this should be strategy should be utilized in all grades, it may be difficult for younger elementary to grasp the idea of implicit bias. It is up to teachers to expose students to multiple ways of thinking or perspectives to help open minds into the future.

Croteau, J. (2020, June 3). Fight racism and teach tolerance. Retrieved from www.weareteachers.com: https://www.weareteachers.com/teachers-fight-racism/

heastewart1 — 2024-03-30 19:09:32 UTC

Teaching about religion and how it affects culture is way to create inclusivity and acceptance in a classroom. In the Marcus (2016) article, it gives many ways to get students thinking about their own religious practices (or lack thereof) and comparing traditions within their religion. Examples given are Christianity but then you can break it down into a different branch or denomination. They are similar in nature but yet all have differences. When students understand that there are differences even among their own religion, they may begin to understand they can not label someone who is Muslim as the same as all other Muslims. Students need to understand that they still need to get to know and understand the individual.

The lesson idea comes directly from the article by Marcus (2016):"In a unit about British colonialism, a 9th grade history teacher asks students to research the history of the word “Hinduism.” Teachers provide primary and secondary sources that describe Hindu beliefs and practices during the colonial period. Students write argumentative essays about whether it is more appropriate to speak of a single Hinduism or of multiple Hindu traditions." (Marcus, 2016).

This particular lesson would be suitable for upper Middle to High School. This lesson could be changed to fit any age group at the most basic level but to really understand and think abstractly about the idea that religion is fluid and "internally diverse", the brains of older students would gain the most from this lesson.

Marcus, B. P. (2016). Six Guidelines for Teaching About Religion. Retrieved from EducationWeek: https://www.edweek.org/education/opinion-six-guidelines-for-teaching-about-religion/2016/04

Rites and Rituals

heastewart1 — 2024-03-30 19:22:55 UTC

In the Marcus (2016) article, it discusses behaviors associated with religion. When working with groups of students that may be from multiple religions, their behaviors may vary greatly. It is important for all students, regardless of what grade they are in, to understand behaviors they may see from their classmates but to do it in a way that does not call out individual students that may practice these rituals during school. The article gives a great guiding question to create discussion about sharing with the classroom of the student's individual practices. "What are important rites, rituals and practices associated with daily life and major life milestones that shape religious behavior?" (Marcus,2016). This question is broad but it can be asked to individual students as well as the teacher share their rituals. These kind of questions teach students to ask when they do not understand. They also encourage acceptance when it comes to a person doing something that is out of the ordinary, such as prayer or meditation, while in school.

These kind of strategies can be used from the youngest to the oldest students but the question needs to be asked in a way that students can answer and understand the answers given from their classmates.

Marcus, B. P. (2016). Six Guidelines for Teaching About Religion. Retrieved from EducationWeek: https://www.edweek.org/education/opinion-six-guidelines-for-teaching-about-religion/2016/04

Inclusion

heastewart1 — 2024-03-30 19:46:33 UTC

Inclusion when it comes to socioeconomic status can mean different things to different people. One way to look at inclusion can be with involvement in different clubs or activities in school. Activities can sometimes be limited due to cost but many times costs can be subsidized for the sake of the student and the student can be exposed to things they may not have if they were not involved in clubs or activities.

Another way is inclusion in the classroom. Teachers can use strategies that include intermingling of students so that they get to know each other rather than judge based on looks. This can go for those that look like they have a lot of money, those that look like they have little money and those that are in the middle. It is important to instill in students that you must get to know a person on the inside instead of judging from the outside. Group projects, group work, creating jobs in the classroom together...there are multiple ways to create inclusion and create that classroom community.

These strategies can be used for most any grade but the higher elementary to high school would have availability to clubs and those type of things.

Hayes, J. (2019). 5 Ways teachers can acdress socioeconimc gaps in the classroom. Retrieved from www.socialstudies.com: https://www.socialstudies.com/blog/5-ways-teachers-can-address-the-poverty-gap-in-the-classroom/

Creativity

heastewart1 — 2024-03-30 19:52:54 UTC

One teaching strategy that would be of utmost importance is to make sure that all lessons are accessible to all students. If technology is used, assure that all students have access at home or are able to complete work in class where they have access to what they need to complete assignments. Schools have made it easier with most students getting chromebooks or tablets for the school year but some students do not have access to WiFi at home. Students can be provided with places outside of school where WiFi is free such as the library, coffee shop, etc. Teachers can also provide times where they can be in the classroom before or after school to assist students and allow them to use technology.

This strategy would likely be used in the upper elementary to high school range.

Student Jobs

heastewart1 — 2024-03-30 20:02:34 UTC

This may be more of a classroom management strategy but it also teaches students that any person can do any job in the classroom. Some jobs may be seen as "typically" male or "typically" female job. When those roles are mixed up, it teaches students that any and all are capable of most anything. More gender-neutral practices in the classroom may empower students instead of limiting them to their "gender" roles.

This strategy may be best used in the Elementary grades as most Middle and High School do not have class jobs, so to speak.

Perspectives for a Diverse America. (2014). Teaching Tolerance. Retrieved from learningforjustice.org: https://www.learningforjustice.org/sites/default/files/Critical%20Practicesv4_final.pdf

Class Contracts

heastewart1 — 2024-03-30 20:09:02 UTC

This is also more of a class management tool than teaching strategy but in it, it creates community and communication among the students and teacher. When the class creates something like a class contract, they are coming up with ideas of how they want to be treated and how they should treat others. Embracing every person's uniqueness is how we begin to reduce judgement, bullying and general meanness in the classroom. It also teaches to embrace one other as they are and to spread kindness.

This can and should be used in every classroom of every grade. The wording can be more intricate in the high school range but bottom line, accountability to act with kindness can start as early as Preschool all the way through college levels really.

Perspectives for a Diverse America. (2014). Teaching Tolerance. Retrieved from learningforjustice.org: https://www.learningforjustice.org/sites/default/files/Critical%20Practicesv4_final.pdf

Accommodations: Equity or Equality

heastewart1 — 2024-03-30 20:26:36 UTC

Students that are in need of extra support may have accommodations provided on an IEP. If a student is given more time to complete an assignment or an exam, other students may see that as unfair. It is important that teachers help students understand that all people learn differently. Some need extra support to gain the same information as others. It is the teacher's job to make learning equitable. Not equal. This strategy also teaches an important life skills that students can use outside of school and in their adult life. We all want to do our best and sometimes we need an extra boost to get there.

This strategy would be suitable for all grades.

Cooper, T. (2017). Conquering teacher biases against disabilities: important strategies. Retrieved from www.theeducatorsroom.com: https://theeducatorsroom.com/conquering-teacher-biases-disabilities-important-strategies/#google_vignette

Rewards System

heastewart1 — 2024-03-30 20:34:18 UTC

When working with students with disabilities or inclusive classrooms where the learning abilities may have a range, using the correct method of a classroom rewards system will help to include all. If the reward is motivational, students can encourage each other to improve. They can help one another. For example, if the reward system is academically based and you have students with disabilities in your classroom that may not be to the level the other students are, the rewards system would have to be accessible by all to the set standard.

This strategy could be accessible to all grades.