Game of Wrongs: Mistakes that Educators Should Avoid When Teaching Students of Color

Growing up as a youth and also a person of color can be quite a difficult task, especially in the realm of education.?In the past 200 years, America has transitioned from a country that not only denied education to students of color but also segregated their educational experience just to re-integrate it after Brown v. the Board of Education in 1954.?The aftermath that ensued following the verdict resulted in a continuous fight for both equity and equality for students of color.?After the desegregation of schools, students of color once again were reminded that they were not welcome to the same education as some of their white counterparts.

Now, we fast-forward to today’s society where students of color inherit generations of discrimination, racial prejudice, and the results that those experiences had on their families.?In regards to students of color, as a society, we have made many positive steps forward; however, let’s not forget how long we have initially been behind.?The average student of color sitting in a U.S. classroom is not only educated by a workforce that is predominantly white, but also taught from a curriculum that illustrates differences in cultural connotations as well.?According to the U.S. Department of Education, the most recent Schools and Staffing Survey (SASS) showed that 82 percent of public school teachers identified as white.?This is important to note because educators in today’s classroom have the responsibility of educating students whom they cannot look or relate to historically.?

The role of the educator in the classroom has become more critical than ever when dealing with students of color.?While there are some educators who are continuously searching for understanding, there have been some to make horrific mistakes in the classroom.?In attempts to connect standards, curriculum, and diversity, or his/her personal ignorance, these mistakes have ranged from recreating the slave trade as a lesson, using nooses, using racial slurs in the classroom, or even worse.?Playing ignorant to these facts of history or cultural identities cannot be the default excuse used to justify the wrongs that have been made to students of color.?More than ever, now is the time that change is required to create a more knowledgeable and inclusive learning environment for these students.?There is no handbook for teaching students of color, but we asked a few master educators to help provide a better level of understanding for other educators who would like to sincerely approach improving the equity in their schools for students of color.?? ?

1.????Acknowledgement Oppose to Imitation of Culture?

A mistake that I have seen committed by teachers, when teaching students of color, is the imitation of culture opposed to the acknowledgment of culture. Teachers may believe that in order to connect to students of color they must imitate these students’ cultures. Teachers may believe that this imitation will yield buy-in from the students. In fact, this imitation can be a deterrent to connecting with students. It may be perceived as disingenuous. Instead of imitating cultural practices, vernacular, or customs, teachers should create a learning environment where students of color can feel comfortable expressing their culture. – Dr. Stefond Johnson, Dean of Students, Magnolia Science Academy?

2.????More than a Skin Tone

Although similar in visage, take care not to think monolithically about your students of color. They may have darker skin, kinkier hair than yours, but each student’s culture must be differentiated. Among a population of black people, there are a dozen subgroups whose home culture dictates their lens of the world. For example, a student may look like he/she is African American, but their home environment reflects a Haitian culture. Similar look; different view of the world and their place in it. – Pamela J. Haskins, Master Teacher, Ron Clark Academy

3.????Words Matter

First impressions matter. In the classroom and with our students, this is no different. Using terms such as ‘at-risk students’,' delinquent population' or 'low-income youth' is presenting our students as liabilities rather than the promising hope they can be. Asset-framing is a concept that challenges educators lead with our students’ assets and potential rather than their struggles. Our words matter because our students matter. Let’s lead them well. - Genein Letford, M.Ed Consultant, Author, Speaker?

4.????Pass the Mic

Stakeholders must be engaged in intentional conversations and actions that lead to the dismantling of the power structures that keep the educational equity gap alive.?As people wrestle with the ways in which they might be inadvertently complicit, i.e. looking at referral or student achievement data, centering the voices of people of color and decentering whiteness in these conversations is key. Relinquishing control of the educational narrative and giving voice to people of color in telling their own stories is a key component to moving towards equitable circumstances for all learners. – Tamara V. Russell, NBCT, Third Grade Teacher, Florida

5.????The Inherited Spokesperson

The black or brown child sitting in your classroom is not the spokesperson or expert on the history, culture or political views of all black and brown people. Students should not be asked to translate the thoughts of a people,?who are not a monolith, nor should they feel pressured to give permission for cultural discussions that put them on the spot.?

The educator, as guide, must do the work of understanding the history of people of color in this country to create a classroom where all lived experiences are explored and respected. Widening one’s perspective is how you truly appreciate the tenacity of the human spirit. – Susan Arauz Barnes, Master Teacher, Ron Clark Academy?

6.????The Problem Might Be You

When students of color struggle with demonstrating mastery of a new skill, teachers often find themselves thinking, “They just don’t get it!” or “I have done everything I can!”. These are both common, but one can argue that the thoughts do not hold the teacher accountable. To improve mastery, multiple representations of the same concept are often necessary. Additionally, seek the support of your professional learning network to discover different approaches towards student mastery. – Dr. Natalie Odom Pough, Executive Director, South Carolina New Educators Conference

7.????Ignore the Fear, Not the Culture

Some teachers often avoid discussing specific topics centered on culture. However, to better serve students of color, educators should display transparency about their lack of cultural knowledge, conduct research about relevant elements of social justice, and listen intently to the personal needs of their students. Regardless of the race of your students, all youth need to be exposed to cultural conversations because they thrive academically and socially when they are exposed to these topics. – Dr. Valerie Camille Jones, Master Educator, Ron Clark Academy

8.????Equitable Discipline

Most adolescents, regardless of ethnicity, are highly reactive rather than proactive in their thoughts and behaviors (Getz & Galvin, 2008). At all costs, seek to avoid overreacting to negative behaviors of students of color. First, ask yourself:

1) Have I issued a verbal warning and/or reached out to a parent for support?

2) Does this behavior truly warrant a punitive consequence or do I need to dig deeper into a root cause to remedy the inappropriate behavior (possible unmet needs)?

3) Can I problem solve with other teachers before assigning a punitive disciplinary consequence to the student?

– Latrese Younger, Assistant Principal, Culpeper Middle School

9.????Lowering Expectations Enables Mediocrity

By lowering the level of conceptual and evaluative thinking, some educators perceive that they are creating greater opportunities for immediate success. There is a sense of pride and achievement that falsely permeates these classrooms. Students squeal in joy as they answer surface-level questions and gain only a factual understanding of a multi-faceted topic. Never quite realizing that there’s an entire web of complexity left hidden from view. These educators believe, in some way, they are shielding our students from the harsh realities of a biased and inequitable education system. – Herneshia Dukes, CEO, I.D.E.A. Education Consulting, LLC

10.?Don’t Be Stagnant

Avoid stagnation and actively engage in personal liberation that will lead to an anti-racist identity. It is important to unlearn the status quo that treats cultural competence as an intellectual exercise or learning objective. Educators at all levels must change/alter their internal working schemas of pluralistic identities. Engaging in culturally sensitive, socially responsible work requires practice. Practice begins with awareness of biases and becomes a lifelong journey of consistent and constant reassessment and reflection of and on those biases and how they play out in your work. It requires your commitment to the indefinite nature of the process of personal liberation toward an anti-racist identity.?It is one that never ends, but becomes more complex and nuanced over time. It will undoubtedly make you a better person and subsequently a better teacher. The best way to be of service to your students of color is to do the work on yourself.?– Dr. Rabiatu Barrie, Assistant Professor, Adler University?

11.?Don’t Be a Dream Killer

Parents devote their time and effort into making their kids dreams, reality. As teachers, we are entrusted with those dream and are duty bound to cultivate those dreams. Historically, people of color have been disenfranchised by people in power and institutions of power that we entrusted dreams to. As a teacher leader, parents will see you as a person of power because you ARE a person in and of power. Be sure to take care of the dreams in your hands. Model true partnership through authentic professional relationships and composed radical candor. Starve your biases, see the dreamer you have in front of you. The duty can seem daunting, but the fulfillment of the dream is life altering. – Cornelius Troy, Teacher, KIPP

12.?Embrace the Noise

For some educators, there is an existing ideology that a quiet classroom equates to high levels of learning. I agree with this type of structure when necessary, but research states that proficiency comes through collaboration and hands-on learning. Students of color come from various backgrounds and have unique ways of expressing their ideas. Give them the freedom to have meaningful conversations that are guided by higher order thinking questions. This will create an educational osmosis where scholars become active participants in their learning experience by embracing the diverse perspectives within the classroom. – Michael Bonner, Ron Clark Academy?

13.?Assumptions

Assumptions...check them early and often. Stop and be vulnerable enough to allow yourself to check levels of implicit bias that may negatively impact your practice. History is often written by the victors. Throughout our history, people of color haven’t been full participants in writing that narrative, not for lack of trying, but intentionally limited opportunity. What implicit bias exists for you regarding people of color that is negatively affecting students of color? – James Whitfield Ed.D., Principal??

14.?A Clash of the Classics

It starts young. We read about Fern as she watches Charlotte spin her intricate webs. We anxiously await the rescue of a stranded, hatchet-wielding Brian. We muddle through old English to try and understand Mr. Darcy and Elizabeth. Texts like these are referred to as a “classic.” But what if these classics are not inclusive??Many of the classics largely feature white characters. Lucille Clifton says that the literature of America should reflect the children of America. Educators do students of color a huge disservice if the pictures and plotlines never reflect them and their experiences. It is time to diversify and rethink the classics. – LaNesha Tabb, Kindergarten Teachers, Indianapolis?

15.?Defining ALL: Exclusion to Inclusion

When We Say ALL...and the exclusion of Black and Brown Students Education folk love to write mission, vision, or core value statements saying ALL students. Assuming “...ALL students…” includes Black and Brown students is a mistake. ALL has never included Black and Brown students. Every positive education outcome is always predictable by race. White, Asian,...Black and Brown. If a mission, vision, or core statement does not specifically and intentionally address social justice or anti-racism, ALL students default to White students. -?John R. Buckner, MS Math Teacher, Keller, TX