As I stepped foot into the classroom for the first time, I brought with me biases and assumptions. Based on the child selection and first impressions, I immediately jumped to the conclusion that she was a “good kid” and would follow the rules. I viewed her as a role model for the other students since she was exemplifying the behavior the teacher was looking for and rewarding. I equivocated her good grades, not causing trouble, and being compliant with “well behaved” and being a “good” child. I assumed that listening to the teacher and excelling in academics were the only qualifying elements for being “good”. I think I had this initial viewpoint because it was instilled in me throughout my educational journey from my family and teachers. If
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I had always thought of myself as a great observer and listener. After undergoing critical witnessing, I realized that I was looking, but not really seeing. I stopped at the surface level observations and did not reflect on how these observations and notions I have about students affects how I perceive them and possible treat them. I had always viewed compliance as being “good” and “labeling” the compliant students as good students. Now that I have gone through the critical witnessing process, I understand that the term “good” is not descriptive enough of a student. “Good” or “bad” are just labels that conceal, rather than reveal the whole picture of a student (Ayers, p. 42). In order to teach students well, I have to be able to truly see my students. In addition, I discovered that child testimonies from children conflict the testimonies from adults. Therefore, influencing the way teachers teach their students. For the future, I will be more aware of how students’ demeanor, personalities, and actions affect my view of them. As Dutro said, “educators need to be conscious of and consciously resist influence of evidence on their own” (p. 236). In response, I will acknowledge the fact that I will try to categorize my students based on their qualities, but not let these “categories” affect the way I treat or see students. In order for my students to thrive and reach their highest potential, I must teach them equitably and
I had always thought of myself as a great observer and listener. After undergoing critical witnessing, I realized that I was looking, but not really seeing. I stopped at the surface level observations and did not reflect on how these observations and notions I have about students affects how I perceive them and possible treat them. I had always viewed compliance as being “good” and “labeling” the compliant students as good students. Now that I have gone through the critical witnessing process, I understand that the term “good” is not descriptive enough of a student. “Good” or “bad” are just labels that conceal, rather than reveal the whole picture of a student (Ayers, p. 42). In order to teach students well, I have to be able to truly see my students. In addition, I discovered that child testimonies from children conflict the testimonies from adults. Therefore, influencing the way teachers teach their students. For the future, I will be more aware of how students’ demeanor, personalities, and actions affect my view of them. As Dutro said, “educators need to be conscious of and consciously resist influence of evidence on their own” (p. 236). In response, I will acknowledge the fact that I will try to categorize my students based on their qualities, but not let these “categories” affect the way I treat or see students. In order for my students to thrive and reach their highest potential, I must teach them equitably and