25 Biggest Mistakes Teachers Make and How to Avoid Them (15 page)

Mistake

6

Physiological Discrimination

SCENARIO 6.1
The Antifat Motive

When I was in ninth grade, I tried out for the cheerleading/pom-pom squad. I made it. I was thrilled. I was excited because even though I was a little overweight, I had been chosen. I went to practices, games, followed the routines, and tried to have fun. It was difficult sometimes because the others girls would make fun of me or call me names. Now during this time, I didn’t really lose or gain any weight. So here was the issue. My coach called me into her office and said that one of the main reasons I was on the team was so that I could get more physically fit. Boy was I taken aback. I was so hurt and disappointed in her and myself. I still love being a “stand cheerleader,” but I never tried out again.

The coach obviously had a hidden motive for selecting the overweight student for the cheer-leading squad: to make the student lose weight. When the student did not lose weight, the coach felt compelled to reveal a personal “antifat” motive. This candid revelation clearly communicated to the student that she was not okay, that she was fat and she needed “fixing.” Perhaps the coach’s intent was to shame her into losing weight by telling her that she was chosen because of her weight problem and not her merit, skill, or value. The coach’s motive was self-serving. If the student lost weight once she was a member of the team, the coach could claim credit for healing the student’s “fat affliction.” The cost of this “benevolent” act to the student’s self-esteem was immeasurable. Although the teacher may have felt her intentions were good, her behavior was indefensible and needlessly painful for the student.

Caring teachers realize that fat children are often targets of ridicule. Children of normal weight frequently discriminate against overweight children. Society seems to condone the practice of making disparaging remarks to overweight people. Sensitive teachers, who are aware of potential damage to an overweight student’s self-esteem, have zero tolerance for the disparaging remarks that schoolchildren make about these children. Unfortunately, many teachers have some bias toward overweight students and often communicate that directly or indirectly. A first step toward changing their discriminatory behavior would be to acknowledge their feelings and work to change their image or impression of overweight children. A second step would be to showcase the positive features, behaviors, and accomplishments of overweight children for the class and the school. Teaching children tactful, empathic ways of interacting with overweight children is a priority.

SCENARIO 6.2
Writing Well at Any Cost

My worst experience in school was when I was in first grade and was learning to write. I attended school in Spain at the time. The teacher at school was so mad at me because I could not write well that she made me stay after school every day to practice. I missed my bus to go home each time, and had to wait for the bus to go to my house at 3:30. This ride was for the high school so I had to endure ridicule from much older kids. There wasn’t an escort to the correct bus, so I often got on the wrong one and had no ride home. On those occasions I was left at school with no one around until my mother came looking for me.

Some teachers erroneously believe that responsibility for their students ends once the children leave school property. This may not be a conscious thought, but it is reflected in some teachers’ actions, such as making a very young student miss the bus. In this scenario, the teacher placed an academic task above the well-being of the child. There was little or no concern for what could happen to the child if she missed the bus. The primary concern was that the child learn to write well. The obsession with making sure that children are writing well appears to be an egotrip or a way for this teacher to appear competent. I wonder if the teacher ever asked the question: What good would it do children to learn to write well if they didn’t live to write? This teacher’s actions endangered a child’s life and, at minimum, placed the child at risk.

Sensible teachers would not put their students at risk under any circumstances. They realize that they are liable if their actions endanger a child. This little first grader was at risk from older students and undesirable characters that may hang around schools. Astute teachers know the possible dangers and they make sure that all of their very young children
are escorted to their bus and are accounted for. They are aware of the fears and anxieties a child experiences when they are lost or alone in a situation and they would not subject their children to such an experience.

SCENARIO 6.3
Blurred-Eye View

My worst experience in school was not being able to see the chalkboard because I needed glasses. I was called on to read and explain a lesson we previously did, but I couldn’t see. Everything was a blur. The teacher got upset with me and embarrassed me in front of the class. She said that I needed to stop squinting my eyes and making faces at her and just read and get involved with the rest of the class. I was trying. She sent a note home, telling my mother that maybe I needed my eyes checked. Well, I got cat eyeglasses and hated to wear them, but I did. Mrs. J. had everybody turn to look at me.

Students with visual impairment exhibit obvious signs such as squinting, holding their book far away from or close to their face, and leaning forward trying to see the board. These students may complain of headaches, of blurred vision, or of irritated eyes. Some students may stop paying attention to assignments that are difficult to see. Students with this type of physical challenge need help, not shame.

Well-trained educators “red flag” behaviors such as squinting and neck craning. They monitor the student’s behavior to confirm that the student is having a visual problem. If their suspicions are confirmed, caring teachers tactfully ask the student if he or she is experiencing difficulty seeing the board or assignments. Once teachers have established that there is indeed a visual problem, the next step is to notify parents and/or appropriate school professionals (DeMott, 1982).

SCENARIO 6.4
Discrimination by Isolated Exits

My worst experience was in high school when the school wanted me to leave class later than everyone else because they said it was dangerous to have a wheelchair in the halls with all the students. I had a real problem with this because I wanted to see my friends and be a part of the crowd. To me, they really made me feel different than everyone else. This is something I’ve always tried not to do.

This student’s predicament is at the core of the hotly debated issue of inclusion. The movement toward full inclusion involves the education of all students in the regular classroom regardless of the severity of their handicaps or disabilities.

The Education of All Handicapped Children Act, Public Law 94-142 (1975), was amended in 1990 to require states to embrace the concept of doing whatever is necessary to provide the least restrictive environment. This amendment requires states to integrate all students into the regular classroom even if it means employing special services or facilities. The law defines the least restrictive environment as one that approximates as closely as possible the regular academic environment of their nondisabled peers. The law requires that students with disabilities enjoy the same opportunities for achievement and socialization as their nondisabled peers. The school was in possible violation of the law by denying this disabled student an opportunity for social interaction.

Resourceful professionals would find a way to regulate the flow of student traffic to accommodate students in wheelchairs. A common practice is putting in wide ramps that would allow for a wheelchair and companions. This would allow the student to interact with other students and minimize the danger to classmates. Knowledgeable professionals would avoid any practices that clearly violate the law and that would make the school vulnerable to a lawsuit. The value of inclusion is questioned by many, but I agree with some of the studies that maintain that all students can benefit from a diverse classroom that opens its doors to all students (Gearheart, Weishahn, & Gearheart, 1992). I also recognize and appreciate that inclusion presents some difficult challenges for regular classroom teachers. In many cases, it seems the benefits for teachers and students outweigh the challenges.

SCENARIO 6.5
Baby and the Beast

In the fourth grade of my school experience, I endured a painful experience, which unfortunately I can still remember. This was the first male teacher that I ever had. He assigned seat numbers according to the grades that each student had. For example, the highest grade sat first chair, and the lowest grade sat in the last chair in the back. One day we were talking about health and foods. Being that I was very thin and he (the teacher) was very robust, he grabbed my arm and encircled it with his hand in front of the whole class. He proceeded to tell them how I did not eat, that I was a weakling, a skinny fellow, etc. To this day, all I can envision are his huge fingers around my wrist and the humiliating laughter of the class.