by Alisha M. White, Western Illinois University
Who Am I
I am a teacher educator at Western Illinois University focusing on literature and reading pedagogy as well as language diversity, young adult literature, and multimedia texts. Before graduate school, I taught secondary English for students with learning dis/abilities, and identify myself as neurodivergent with learning dis/abilities, ADHD, and some other stuff.
What I Know and Believe About Ethical ELA Instruction
Inclusive teaching, differentiation, and Nodding’s Ethic of Care are important because even if we think we don’t have any “IEP kids” in our classroom, chances are high that we do. There are many reasons why students and families don’t disclose dis/ability or mental health status at school, stigma being number one. By focusing on developing caring/cared for relationships with our students, we can hope to support all students’ intellectual and social emotional needs, as well as set a goal of negating the harms of disability disclosure.
Each semester, I get one or two accommodation letters for students who use support to be successful in college. However, more often, I get disclosures for learning dis/abilities and mental health conditions when students come to my office or write about their experiences in assignments. These students write about not feeling cared for by their teachers and the impact it had on their success and self-efficacy in school. I disclose my own learning dis/abilities, so these students see a model of someone who has had similar experiences, and went on to be a teacher, earn graduate degrees, and have a successful career in academia.
10 Things I’ve learned about myself that make me a better teacher
1. I am persistent even when I feel frustrated
2. I can take time for myself, to relax, eat, exercise, or socialize
3. I can lead and follow, alternating who makes decisions
4. I have a sense of humor that is quirky and delightful
5. I can balance structure and flexibility
6. I can set an example for those who come after me
7. I am part of a caring community even when we are fearful of what is to come
8. I am a breast cancer survivor, I can share my pain and celebrate my health
9. I am resilient, strong, and brave
10. I am determined to do work that matters to me and makes changes however small to make the world better.
Try This Tomorrow
Exit Slip Check In
A great way to check in with students regularly is to use exit slips. I ask one prompt to assess understanding of the day’s lesson, one prompt to gauge how students are doing emotionally, and one prompt for any questions or concerns they may have. In addition, I share my own exit slip with students. Asking students to share how they are doing or what is going on in their lives and sharing a bit about your own is a quick easy way to care for them. Here is an example:
On your way out of the door, submit your exit slip with answers to the following questions.
1. List 3 things you learned about Mary Mallon from Terrible Typhoid Mary: The Worst Cook in America.
2. What questions or concerns do you have about the first lesson plan design due this week?
3. Draw a stick figure or symbol to show me how your week is going.
Closing Reflection
Think about the teachers you had growing up who made you feel cared for. What characteristics or behaviors did they share? Did they share a quick smile or complement? Did they ask after your family? Pay attention to your interests and activities? Consider how you can pay it forward by caring for your students.
Further Reading
“A Symphony of Distractions” by Alisha M. White
Alisha M. White is a full professor at Western Illinois University. Her work revolves around disrupting constructions of ability, integrating arts into her research and teaching, specifically with students with learning dis/abilities, and teaching future teachers the potential for using the arts in teaching anti-racist anti-biased English and language arts.
Alisha,
I really like the stick figure idea. I’m not an artist and need simplicity. I’m from a generation of educators who didn’t have diagnostic assessments for ourselves or our students until a couple decades into my career. I also taught AP Lit and dual credit speech, classes where students rarely had an IEP. I remember many who needed support in ways teachers may not always see. I heard many students lament feeling as though their teachers don’t care about them. They often told me, “You’re the only one who cares…,” which I know is not true and assured students it’s not true. I think students want to feel seen and validated as humans first and foremost. Talking to each one and establishing eye contact daily goes a long way in showing care. That said, I also think both many adults and students have been acculturated to think teachers can do more than we can and can solve problems we can’t.
Thank you for your response and sharing your experience. I agree with you that students want to feel seen and validated as whole human beings, and also, that many people-adults and students- think teachers can take on more than is reasonable or appropriate. I stress with my students that I am here as a listener and referral source, rather than the one who will solve their problems, I can help gear them toward someone who can.