Examining Beliefs, Assumptions and Biases
Reflecting on my classroom management self-inventory, I recognize that one of my strengths lies in creating an inclusive learning environment where all students feel valued and respected. I strive to make it so that every student has a voice and feels comfortable sharing their thoughts and ideas. However, I acknowledge that there is room for growth in my ability to manage disruptive behaviors effectively. I sometimes find it challenging to maintain a balance between being supportive and setting clear boundaries.
I am aware that my beliefs, assumptions, and implicit biases can impact how I set up my learning environment and my expectations for my students (Staats, 2015). I understand that I may unconsciously hold biases based on students' backgrounds, which could influence my interactions with them. I am committed to challenging these biases and ensuring that they do not negatively impact my students.
I often see my students in a positive light, and I believe this positive expectation contributes to a supportive and engaging learning environment. However, I also recognize the importance of being vigilant about any biases that might lead me to have lower expectations for certain students (DiAngelo, 2018). I am committed to reflecting on my biases and working to mitigate their impact to ensure that all students have an equal opportunity to succeed.
I believe that my growing awareness of my implicit biases will significantly benefit my future students. Because I often actively work to recognize and address my biases, I can create a more equitable and inclusive classroom where every student feels seen, heard, and valued (Staats, 2015). This is what helps me create a positive learning environment that supports the engagement and success of all students, regardless of their background.
To further deepen my understanding and address implicit bias in my teaching practice, I plan to read the article by Staats on understanding implicit bias. I am eager to learn more about this topic and acquire strategies to ensure that my classroom is a space where all students can thrive.
References
DiAngelo, R. (2018).White fragility: Why it's so hard for white people to talk about
racism.Boston, MA: Beacon Press.
Staats, C. (20152016, Winter).Understanding implicit bias: What educators should knowLinks to an external site..American Educator, 2933. https://files.eric.ed.gov/fulltext/EJ1086492.pdf
