Critical consciousness in teaching requires the ability to recognize bias, address harmful perspectives, and foster a classroom environment where all students feel safe and valued. One of the most difficult, but essential aspects of this concept is responding to racist or other forms of bias from the students, without shutting them down, or “extinguishing their flame”. Teacher-student rapport and the mindset for optimal learning depends on that figurative flame. Several times this quarter, I have had to address racist remarks from students, but my goal isn’t to attack or alienate a student who makes a harmful remark, but to guide them toward more awareness/empathy, while showing the rest of the class what kind of speech is acceptable in class.
Beyond my own interventions, I’ve seen how my presence has contributed to a shift in classroom culture. My mentor teacher has noted that when I’m in the room, homophobic jokes are simply not being told. This reflects not just a culture of rule-following or inappropriate censorship, but a deeper shift in expectations and respect for others. Students in my classes are beginning to recognize what is and what isn’t negotiable within a shared classroom space. My ongoing role will be to continue to foster a culture of empathy and respect, so that students can learn more effectively in a safe environment.
Below is a picture of a journal I’ve started filling out at the end of every class day. My entries are mostly concerned with how to be a more effective teacher in this area.
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