Page 59 - EdViewptsSpring2017

in the highest ranges of the taxonomy Here are a few ways leaders can reveal is the goal, not exposure. By viewing
with most rated for sufficient wait time blind spots and help teachers adjust themselves teaching, teachers become
and follow up questioning. Then I practice to align with their intentions: more aware of undesirable tendencies
noticed the column headings “Male” and habits that can be corrected. For
and “Female,” and was stunned to see I was sure I would receive example, teacher talk time vs. student
that of the 29 questions I posed, only talk time can be easily assessed, or
seven were aimed at females. positive critique at the a propensity to stand primarily within
How could this be? My classroom pop- post conference — and a certain part of the room may be re-
ulation was split about 50/50, males I did — along with a vealed (students closest to the teacher
to females. I left a career in business, receive increased attention in the form
trading in my laser pointer for chalk, to set of data that would of assessment and feedback, while
engage students every day in conver- change me as a teacher those seated farther away may receive
sations about injustice, discrimination and subsequently as an significantly less). Some teachers are
and inequity in the world, and here I surprised to see they favor or respond
was, perpetrating gender bias in the administrator. differently to individual students or
classroom environment I was privi- members of certain groups (i.e., ath-
leged to control. The information left letes, high achievers, students of color,
me stunned, and it was hard to recon- Hold the mirror extroverts, etc.).
cile the confusion I felt. In conducting teacher observations, Be a coach, not a critic
First, I had to accept the truth of the leaders should “hold the mirror.”
data. Next, I had to determine why This entails collecting data during Level with your teachers; tell them how
I asked boys so many more ques- the observation, sharing it in the you worked to develop your own skills
tions than girls. Upon reflection, I post conference, analyzing it and through critique and reflection. Help
recognized my questioning practice constructing a plan for adjustment. teachers set goals, adopt new strategies
was, in large part, an effort to manage Data can be collected in a written, and provide follow up observations for
off-task behaviors in a very large and anecdotal manner or augmented by feedback and encouragement.
memorable class. Buried within that short video clips recorded on a tablet The magician’s slight-of-hand relies
statement is even more bias: the ex- or phone. on a human default tendency: the
pectation that boys will “act up” more mind tends to perceive what it most
readily than will girls. I was depriving Roll tape expects to see. We all tend to take
my female students the opportunity Another effective data collection note of what we hope to see versus
to grapple and shine in an academic method is to encourage teachers to comprehending the full measure of
setting, and simultaneously subjecting video record themselves teaching, what is there to see. Objective data
my male students to the permissibility and analyze it independently or with a collection and analysis will reveal
of lowered behavioral expectations. It colleague, coach or supervisor. Em- what is truly there, and correction of
was a difficult but important reckon- power your teachers to choose when blind spots will assure more equitable
ing. Over time, I became a far better and where this happens, and with experiences and academic opportunity
teacher as a result of receiving objec- whom the video is shared. Discovery for all students.
tive data about my practice.

References:

Pronin, E., Lin, D. Y., & Ross, L. (2002). The Bias Blind Spot: Perceptions of Bias in Self Versus Others. Personality and
Social Psychology Bulletin, 28(3), 369-381. doi:10.1177/0146167202286008

About the Author
Lisa DiAgostino is the Humanities Supervisor at Randolph Middle School in Randolph, NJ. She worked
previously as an elementary, middle school G&T and high school teacher of social studies. She would
like to thank her former supervisor, David Schwartz, for uncovering her bias blind spot.

Educational Viewpoints -57- Spring 2017