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Pedagogical Strategies to Inspire Teachers to Teach All: How to Change Teachers' Perceptions of Students From Being a Problem to Having a Problem
Thu, May 4, 7:00am to 7:00pm CDT (7:00am to 7:00pm CDT), AERA i-Presentation Gallery, AERA Virtual i-Presentation GalleryFri, May 5, 7:00am to 7:00pm CDT (7:00am to 7:00pm CDT), AERA i-Presentation Gallery, AERA Virtual i-Presentation Gallery
Abstract
This paper describes aspiring and practicing teachers’ commitment to educational equity regarding teaching all students. As teacher educators, we strive to instill the mindset of presuming competence in all students regardless of who they are. The first author analyzed students’ papers to examine how their commitment toward teaching all students has been established. The second author provided professional development sessions to practicing teachers on how to implement calming corners into their K-12 classrooms. The teachers found that the calming corners allowed students to practice self-regulation and stay in the classroom. The truth in the pursuit of educational equity revolves around disrupting the existing narrative about creating separate spaces for “problematic students” to the one that embraces all students.