This article underscores the importance of "at
potential students" feeling that they are known and appreciated by their
teacher. For example, model and express curiosity as the students
share their work. Knowing their interests and experiences also informs instructional approaches and materials.
Developing a curious mindset in
class can also be through modeling of probing, higher-level questions is a start. Open Circle and Responsive Classroom (Advisory) are also good vehicles for interjecting, modeling, and
eliciting this type of questioning.
Joshua Aronson cites research by
Thomas Dee who found that when students of color and teachers had more
opportunity to know each other as individuals, it did not negatively impact how
students of color performed on tests, even if the teachers were of a different
race than their students.
Aronson urges
teachers to “cultivate a mindset of insatiable curiosity about…students as
individuals,” not only for the teacher to
learn about his/her students, but also for the students to cultivate a
curiosity about their fellow classmates in order to eliminate a classroom culture of “mistrust,
separateness and exclusion.”
When teachers and students know each other well, negative stereotypes
can be dispelled. It helps to create a classroom community where students feel included,
safe, heard, and validated. When these
crucial pieces are in place, then the work of learning can truly begin.
“Stereotypes are a lazy mind’s best friend, a mental shortcut to
save us the trouble of asking and listening.”
