Recently, I was at an teacher training workshop, where the speaker for a session on “Qualities of a Good Substitute Teacher” mentioned the importance of identifying and connecting one-on-one with pupils in the classroom. In explaining why a teacher should know her students by name, she mentioned Sophie, John, Jane or Matt, as the four names off-the-cuffs in her classroom example.
For me, that triggered something about the ingrained assumptions teachers might make about their students profile. Many of the assumptions reveal conceptions and misconceptions derived from one’s ‘comfort zone’ and surroundings. My assumption is the speaker comes from an ‘environment’ where most children are either Sophie, John, Jane or Matt. Or perhaps her education background was filled with students that fit such profile. That in a way creates an “illusive comfort” that knowing the profile of one’s classroom correlates with being in touch with the needs and special circumstances of each student. Yet, in a classroom environment, each child needs to be acknowledged and catered for/ included to their comfort.
How does a diversity conscious teacher make the classroom experience all inclusive for each one of these children? I asked myself the same question during a visit to the area elementary school. Of the two classrooms I observed: 1) First Grade class had one black kid, a young girl called Hannah; all the other kids were visibly white. 2) A Third Grade all-white classroom. Both classrooms had white teachers, as was the School Principal, and all the school staff I came in contact with.
I am not saying there is anything wrong with an all-white school, if that is the general population around the school district. My concern is whether and how children of other colors in the same school are included in a predominantly-white classroom. Particularly given the potential influence of the preschool experiences and home environment on shaping knowledge formation, knowledge generation, teaching aides and one’s comfort with the teaching and learning environment. In many places, the classroom environment has evolved beyond, S, J, J or M, the typical ‘blonde and blue-eyed’ and Judeo-Christian, thanks to desegregation and immigration of the Abequa, Biko, Horacios, Happy, Ijeomas, Lakisha, Özil and Muhammad into the same classroom. Our classrooms today represent children of varied backgrounds as immigrants, children of immigrants, first generation or generations of American-born or native to this country. They bring varied experiences from their homes, communities and experiences, all of which need to be represented for an enriched classroom experience.
Going back to Hannah, the only black girl in the First Grade classroom I visited. She seemed comfortable with her classroom and classmates, but had another story not visibly captured in the teaching aides and classroom environment I observed. While checking on her writing assignment, she read to me her story about her best friend, “I like playing with my best friend Usnuah!” To me, there was a different story with friendships not represented by SJJM. I wondered if her teachers take time to learn about Hannah’s friends, family and neighbors! Or whether she is offered a chance to share her ‘unique’ family and community background in a predominantly white classroom!
That is not to suggest that all white kids have the same family experience, although their differences [while paramount] are not as visible to the eye as Hannah. Moreover, when we got to engage with “disabilities”, five students with varied developmental disabilities were ‘paraded’ in front of our seminar room, so we could ask questions for ‘our learning pleasure”. Perhaps the intentions were innocent, but the scenario reminded me of times when black people were caricatures of white audiences as, ‘strange’ study subjects, ‘caged entertainers’ [Sarah Baartman aka Venus Hottentot], the “Human Zoo” [most recently replicated in Norway], entrainment at lynching picnics popular in the South. And up until now, through international aid campaigns and hollywood movies that depict “the black victim” awaiting a ‘white savior”. Interestingly as well, our diversity trainer did not find anything controversial with showing a clip from the movie “Blind Side” to make her point about ‘developmental disability.
Which brings me to another topic covered about English Language Learners (ELLs), the now politically correct replacement of “English as a Second Learning”. The change was pre-empted after realizing that while ESL focused predominantly on immigrants and immigrant children, ELL recognized that some US-born children come from households where English is not the first. The basic assumption, as stated during the seminar was that [first-generation/immigrants] children “have difficulty learning not just English but the entire school curriculum.”
Granted there is truth to it, but with misguided assumptions that: 1) Simply because one does not speak English, they therefore, do not understand anything nor have sound knowledge to contribute to their classroom experience. 2) English Language Speakers are conversant with the English Language and do not need enhancement classes, which as a writing coach is not true.
I work with full-blooded American school children, those whose parents, grandparents, great grandparents and great great grandparents and beyond were born in America. Yet, it is appalling that they cannot spell a simple word like “Pail” in Third Grade! I have found out that their school did not teach ‘phonics’, which I believe is great language learning tool. Nor are they offered English Language ‘Enhancement Classes’ at the Charter School they attend. Yet with ‘diversity’ more focused on ‘cultural’ and ‘developmental’ differences, such cases are fall out of the cracks of ‘special needs education’.
A diversity conscious teacher should ably pay attention to the non-verbal cues from their students, cater to their different needs, reach out and appeal to them, to make each one of her/his students feel included. Perhaps it starts with diversity training, which recognizes the changing needs of a classroom beyond the ’traditional’ diversities of “black or white” in America. There are multiple layers of diversity including physical or mental abilities, race, sex, geographical origin, family background, household and cultural ancestry. Today, classrooms composition includes children of immigrants, first generation Americans or migrant workers, Native American children, Muslim children, inner-city kids.
Continued and refresher teacher training seminars would be helpful, as well as exposure to varied scenarios that stimulate “diversity awareness” and ultimately “diversity consciousness”. I thought for a minute, during my training, “Wouldn’t it be more powerful if the trainer on “diversity” were a minority? Yes, I am aware that white women in White America are included among the ‘minority groups’, but since the session focused on ‘civil rights’ and ‘disabilities’, a ‘racial minority’ or ‘personal with a disability’ as facilitator would have made a greater visible impact.
Diversity Consciousness would enable teachers and school administrators to understand that, immigrant children and children of immigrant parents might not actively engage in classroom discussions due to deferring cultural learnings about social interaction and authority. Immigrants from countries where authority is hierarchical might not engage as much with their children’s classroom teacher(s) ‘out of respect’ for the teacher or fear of challenging what in their upbringing is an ‘authority figure’ and ‘expert’ in their child[ren] education. I learned from working with Japanese graduate students as a Writing Tutor that it is not in their habit to actively participate in classroom discussions because it is considered rude to challenge ‘seniority’ in Japanese culture. One of my students settled for a lower class grade, even when he knew his response on a classroom test was correct because he did not want to challenge his professor that his response resonated with the experience of his home country. Diversity Consciousness needs starts with the school administration, selection of teacher or substitute teacher trainers, program administrators, school teaching staff and all organs in the school system in daily contact with our children.