Reflection Of A Teacher's Concentit Model Of Education

In school settings, implicit bias may be seen in staff decisions to send students of color to the office for relatively minor incidents of unwanted behavior (Horner et al., 2010). In several different studies, (Downey & Pribesh, 2004, Skiba et al, 2002, Wallace, Goodkind, Wallace, & Bachman, 2008, Noguera, 2003) African American students were typically referred to the office for subjective behaviors (e.g disrespect, defiance, threatening, loitering, and disruption), which are harder to define, and more susceptible to misunderstanding while white students were typically sent to the office for objective behaviors

Children learn the rules of racial ‘etiquette’ by seeing other children they went to school

Teachers rarely interact with students without some expectancies about how they will perform academically (Trouilloud, 2002). Trouilloud asserts that expectations are thought out as assumptions that teachers make about the academic performance of their students, based on the information they know about their students (Trouilloud, 2002). These assumptions can be either objective based on the student's past achievement or subjective based on teacher’s prejudices and stereotypes (Trouilloud, 2002). Trouilloud research revealed a strong connection between teachers expectation and students overall academic achievement (Trouilloud, 2002). In other words, the higher the expectation teachers have towards students, the higher the students’ academic achievement (Trouilloud, 2002).

    For instance at a Milwaukee Public School called Starms, onlookers have noticed that white students are in front of the line, while black students are in the back, kind of like the segregated days. If  a white student picks on a black student, the black students is usually the one who gets into trouble for it. Instead of disciplining or talking to both of the students a white teacher was witnessed pulling on the black students arm and yelling at the black student. As the black student tried to explain the situation, the teacher ignored them and did nothing

This study will investigate the relationship between the frequency and bothersome correlation regarding microaggressions. We hypothesize that we will find a positive correlation between the frequency and bothersome of microaggressions. Also, we hope to find a connection to race. Specially, we hope to find that race plays an integral part of the positive correlation between the frequency and bothersome of microaggressions. Being that we will be looking at a diverse classroom, we hope that our findings suggest that those who identify as a minority will identify microaggressions to be more bothersome and frequent than others, which will produce a large enough result to produce a positive correlation between the two variables. However, we do not

When my older brother, Thomas, was in the third grade, his teacher called my mom and demanded Thomas stop biting his pencil. She considered it inappropriate and distracting, possibly even abhorrent. Therefore, the teacher snippily claimed, she would not be able to deal with Thomas until he ceased and desisted. At our small Catholic school, not being able to deal with Thomas was practically their mantra. Really, not being able to deal with anyone who was just a little different was their mantra. It was always Thomas’ fault: his fault that he was angry, his fault that other kids would pick at him, his fault that he wasn’t the perfect student. Other kids didn’t understand why he would get mad at himself or why he prefered to read or draw over

Throughout this last semester, I have been student teaching at Shawswick Middle School where I was able to take a critical look at myself as an educator. Though the teacher and I did not see eye to eye, this disagreement helped me to better form my own pedagogical beliefs and establish confidence in myself as an educator.

Yes, that is exactly what microaggressions are about. However, let us not forget that some microaggressions are delivered in a conscious manner such as, microassaults, where “name-calling is expressed in order to hurt a person of color (Diller, 2015, p. 8-7).” In regards to your personal experience of microaggressions I too had a situation in high school with my White counselor. Furthermore, she brushed off the conversation as if it did not hurt, humiliate, or scar me just as in your situation.

Reflect on the author's writings about Deficit Models and discuss why is it problematic for teachers to view their students using this lens.

Everyone knows about the various stereotypes and social stigmas that come with socioeconomic status whether they will choose to admit it or not. Society has come to assume that a child who comes from a family of low socioeconomic status, that they will not do as well as a child who comes from a family of a greater socioeconomic status. Unfortunately these assumptions are so ingrained in our brains that we start to follow the self-fulfilling prophecy. When a child from a noticeably low socioeconomic status walks into a classroom, it is not uncommon for the teacher to automatically assume that the child will not perform well in class, and in turn either grades the child more harshly or does not give the child as much attention as the

Expectancy theory is being motivated by “how much they want something and how likely they think they are to get it” (Kinicki & Williams, 2013, p. 387). I believe the teachers were motivated by how much they wanted to improve the statistics at Marshall Metro High School, but the shortcoming, I believe, was the goals set made them feel like they could not make the results or they were unattainable because Marshall Metro High School was such a troubled school. The students have been motivated to improve attendance, but teachers have had to reduce their goals to shorter periods of time because they cannot motivate students to want to obtain longer periods of perfect attendance as a goal. This could be because the want is not there or they do not feel they can do it.

Teachers' yearnings have a competent effect on understudies' execution. Fruitful educators hold high, viable yearnings for themselves and all understudies. They have confidence in their ability to make a minding classroom air and in their understudies' ability to succeed. If educators go about generally as they foresee that their understudies will be committed, interested, and effective in class, they are more disposed to be so. Experts have found that understudies who feel they have unfaltering, careful

In this case study, a third year first-grade teacher was faced with the dilemma of whether or not to talk to the principal about her concerns. One of her concerns was that two of the other first – grade teachers (who were very good friends with the principal) were always getting the high achieving students that came from wealthy backgrounds in their classroom. Her other concern was that these two teachers always had higher test scores because of the high achieving students that were placed in their classroom. This made her scores look bad because she always received the students that struggled to perform. The third year first- grade didn’t mind teaching the struggling learners but she did feel that ALL students would benefit from mixed classrooms. Therefore, she was faced with the following questions: Should I talk to the principal or not? Should I talk to the other first grade teachers? Should I talk to someone else? Or, should I just ignore the situation to keep things from getting worse?

Perhaps, it was because I did not realize that the actions they took were the form of discrimination. Prior to reading a chapter which discusses about discrimination, I always thought that discrimination only included extreme threats or violence towards a certain group of people. As none of the actions students and my teacher took were extreme form of discrimination, I chose not to include the word, “discrimination”, in my story. By having my peers commenting on my personal narrative, I reassured to myself that those actions students and teachers took were discriminatory. Additionally, as I read the textbook it gave a clear explanation of what discrimination means by stating,“[a]cts of discrimination can include ignoring, avoiding, excluding, ridicule, jokes, slander, threats, and violence” ( DiAngelo & Sensoy, 2012, p. 32). Looking back to the first incidence, where my peers were moving their tables away from mine due to the cultural food I brought, I now know that they were discriminating against the cultural food I ate by excluding me in their group. For the second incidence where they were ridiculing my name, it would also be a form of discrimination as students were name-calling, turning my name into an inappropriate

My views of school and education have changed dramatically over the years. It can be said that my preconceived notions of teaching and education were initially based on my personal experiences as a student. I viewed teachers as simply individuals who had one primary goal: to give me all the necessary information such that I pass my final exams and receive my diploma at the end of my degree. Therefore, I hope to not emulate these ideals in my students. My goal is to instill in my students that grades should not be one’s primary factor to succeed in school. In essence, learning is more important.