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In our Zoom session, we asked the participating teacher educators the following question, “In what ways have you helped your teacher candidates or other students you have taught to respond constructively across differences in the classroom?” Below are a few of their responses:
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“Using consultancy protocols, so students have practice in dialogue of difference.”
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Having students work “in pairs to bring in a reading about a local science issue that had an ethical dimension to it” and then leading “a whole class discussion” about the issue. The teacher educator found the following with each week of doing this, “I saw the group get more comfortable disagreeing with each other over the science and the solutions. We had a fabulous discussion … Then, we made explanatory models about what will happen … over time based on different actions scientists might take.”
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“In teaching students about eligibility determination for special education, I share how cultural understanding is essential since disability is viewed differently among different groups.”
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“Using Universal Design for Learning (UDL) as one framework to discuss and model difference and the strengths of difference.”
Below is a comment shared by one of the participating teacher educators, extrapolating on her response above about disability culture.
“Teacher candidates training to be special education or general education teachers must work to develop the skills of responding constructively across differences, particularly in regard to disability culture. Candidates need to ground themselves in the awareness that ‘disability’ has various meanings across different cultures. And, candidates often have their own ideas and preconceived notions about what students need based on their assumptions or narratives about disability. Therefore, the ability to intentionally respond to a family or a student who has different views of disability is essential. Becoming curious and genuinely listening to understand rather than immediately responding in these situations can help the candidate expand their perspective. This can lead to increasing knowledge about how to best support these students even when special services or supports are not agreed upon with the parents.”
Again, to respond constructively across differences, we as educators need to develop and model all of the competencies outlined in the Anchor Competencies Framework. Below we provide a few resources that might be helpful as you think about developing and enacting this anchor in your own work.
In joy for the work,
The CRTWC Team
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