Working in education, I have had the privilege to collaborate with numerous educators, each bringing their unique set of morals, values, perspectives, and cultures into the classroom. It's inspiring to see how these diverse influences enrich the learning experience for students. However, a common concern, as highlighted by various scholars, is when an educator's deeply held beliefs become a barrier to student learning, hindering them from fulfilling possibilities to educate students in a way that best suits their needs and daily responsibilities.
Professionals such as police officers, doctors, and judges all take an oath that states they agree to serve, protect, ad be unbiased in their actions while serving the community. (I know what you are thinking; stop thinking it and stay focused.) *Some of these law-abiding professionals are not upholding this (true). For now, let’s stay focused on educators/teachers.
There are educators who enter the field with preconceived notions, biases, and a lack of authentic exposure to cultures outside of their own. Some of these educators may struggle to embrace cultures they do not understand or agree with. Others may not have had the opportunity to embrace or be exposed to other cultures. And then there are those who choose not to engage with other cultures. These biases can significantly impact the learning experience of our students, making it crucial for us to address them.
As educators/teachers, we bear the responsibility of serving and teaching children in a manner that best suits their learning style. We also have a crucial role in understanding and addressing their individual needs, fostering an environment of empathy and understanding.
· Provide Quality Education
· Create a Safe and Supportive Environment
· Promote Student Well-Being
· Maintain Professionalism and Ethical Conduct
· Foster Critical Thinking Skills, Problem-Solving Skills and Instill a Sense of Independence
· Engage and Support Families and Communities
· Address Individual Needs
· Support Lifelong Learning
· Advocate for Students
· Uphold all Legal and Institutional Requirements
(I combined this list from several resources, such as California Department of Education, ERS, CLASS, DRDP, CA State Standards, etc.)
Within all these requirements are other tiers that describe what each may look like for an educator.
Educators must follow many guides, such as DRDP, CLASS, Common Core, California Learning Foundations, State, District, and Institutional policies. Within these requirements are brief guidelines to address culturally responsive teaching, racism, biases, and so on. But what does that look like if I, as an educator, do not feel my thoughts, practices, and actions harm another? How are teachers assessed and held accountable? How are they monitored for these macro-micro aggressions?
Let’s look at a scenario: Little Megan’s mom instills in her to trust in Jesus, telling her when she’s scared or needs guidance to call on him anytime, and he will make her feel better. Megan accidentally encountered a scary picture in a book while at the library. That night, Megan had nightmares. Therefore, she did not get much sleep. Megan asked her mom if she could wear her shirt with a cross to school because it makes her feel better, and she wanted to show her teacher, Mrs. Snead. Megan arrives at school, runs to Mrs. Snead, and says do you like my shirt? It’s helping me today because Jesus is good to me, and he is my friend. Mrs. Snead does not believe in godly entities, so she ignores the comment and smiles at Megan. After being ignored about her shirt several times, Megan looks sad. The assistant teacher, Mrs. Paul, could see Megan starting to look sad. She approaches her and asks what’s wrong. Megan says Mrs. Snead keeps ignoring me. Mrs. Paul says what did you want her to see? Megan tells Mrs. Paul I wore my Jesus shirt to protect me and show you both. Mrs. Paul says I love the color of your shirt; how do you feel now that you have it on? Megan says safe, strong, and loved. Mrs. Paul high-fives her, hugs her, and says I am here to help you too. Megan smiles and walks away. Later, Mrs. Paul tells Mrs. Snead how she made Megan feel; Mrs. Snead says, I don’t believe in God, and I am not going to pretend to. I should be able to be my authentic self. What could Mrs. Snead have done differently while also maintaining her culture? Just what Mrs. Paul did!
-What to do when educators’ strongly held beliefs/stop them from helping students-
Addressing educators whose personal beliefs impede their ability to support students requires a thoughtful and sensitive approach. Here are some strategies to manage this situation effectively:
⭐️Foster Open Dialogue
-Create Safe Spaces: Develop opportunities for educators to express their concerns and beliefs non-confrontationally. This can help identify underlying issues and facilitate mutual understanding.
-Encourage Reflection: Invite educators to reflect on how their beliefs influence their teaching practices and the impact this may have on students. Encourage them to consider the broader implications for their professional role.
⭐️Provide Professional Development
-Training on Inclusivity: Offer professional development focusing on cultural competence, inclusivity, and the importance of accommodating diverse student needs. Highlight the value of a supportive learning environment for all students.
-Workshops and Resources: Provide resources demonstrating how diverse perspectives and inclusive practices benefit student engagement and learning outcomes.
⭐️Establish Clear Policies
-Develop Guidelines: Implement clear policies and guidelines on inclusivity and student support. Ensure educators understand the expectations and the rationale behind these policies.
Address Non-Compliance: Set up procedures for addressing educators who fail to meet these guidelines. This might include additional training, support, or other interventions.
⭐️Supportive Leadership
-Lead by Example: School leaders should model inclusive behavior and support educators in developing culturally responsive practices. Leadership support can be crucial in changing attitudes and practices.
-Mentorship: Pair educators struggling with inclusivity with mentors exemplifying effective and inclusive teaching practices. This can provide practical guidance and support.
⭐️Focus on Student Welfare
-Emphasize Student Needs: Reinforce that education's primary focus should be students' well-being and success. Emphasize the responsibility of educators to create an environment where all students can thrive.
-Provide Support Systems: Implement systems for students to express concerns or seek help if they feel unsupported. This ensures that any issues are addressed promptly and appropriately.
⭐️Promote Collaboration
Encourage Teamwork: Foster a collaborative environment where educators work together to support student needs. Peer support and collaboration can sometimes help shift attitudes and practices.
-Share Success Stories: Highlight successful examples of inclusive practices within the school or district. Sharing stories of positive impact can inspire others to adopt similar approaches.
⭐️Address Resistance Carefully
-Understand Concerns: Listen to educators' specific concerns or reservations. Sometimes, resistance may stem from misunderstandings or a lack of information, which can be addressed through targeted support.
-Gradual Change: Implement changes gradually, allowing educators time to adjust and adapt their practices. Avoid imposing abrupt changes that might increase resistance.
⭐️Provide Counseling and Support
-Professional Counseling: Provide access to professional counseling or support services for educators struggling with their personal beliefs and professional responsibilities.
-Stress Management: Provide resources to help educators manage stress and prevent burnout, which can sometimes exacerbate resistance to change.
Addressing the conflict between personal beliefs and professional responsibilities requires a balanced approach that respects individual perspectives while ensuring that the educational environment remains supportive and inclusive for all students, especially those from marginalized and minoritized communities. By fostering open dialogue, providing professional development, monitoring educator development/practices, and maintaining a focus on student welfare, educational institutions can help educators align their practices with the needs of their students. We are asking educators to focus on the goal/objective, morals, values, and respect while also getting to know what is unfamiliar to them to help students grow, thrive, and develop much-needed skills.
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