From my seat
by Dr. Kimberley Tribbett
A student writes:
From my seat in the classroom, I know that my teachers are here to teach me and I am here to learn.
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I like school and I would say that I am a responsible student that can complete my work with little support from my teachers.
I am confused and concerned.
My classroom is filled with students just like me, but there is one student who is different from us. The student often gets in trouble or called out for something… almost for doing anything that is different from what everyone else is doing.
I get the feeling that my teacher does not like the student that is different. Even though it has never been said aloud, we all know.
I have heard my teacher say unkind things about the student to us in our shared language, like we have a secret. I don’t like how class feels when she talks about the student.
I thought teachers are supposed to keep us safe and make sure we are treated kindly and fairly by others in the classroom. But maybe teachers only help us with problems with other students. Who will help us when we have a problem with a teacher?
Would anyone believe me if she talked about me like she does the other student?
I do not know how to help him not feel like he is not wanted in our classroom.
I try my best not to make mistakes like the student the teacher doesn’t like, so my teacher won’t talk about me. That isn’t right. It’s not fair. And I know it would make me feel sad and angry.
Dr. Tribbett asks:
What does it say about schools or classrooms where a student doesn’t feel welcome or wanted. And please, be mindful that a child may not even want to attend school for reasons related to their lived experience.
Can you describe your feeling for the student sharing the above view from their seat in the classroom? What about that of the student that is different from the others?
Would you feel uncomfortable as either of those students?
I can describe my feelings as uncomfortable and sad for the students, disappointed with the adult, and curious about their “why.”
I have questions like:
Why did they choose education?
Do they recognize their differential treatment of the student compared to the others in the classroom? and
Do they understand the lasting impact of their words and actions?
Have you ever witnessed an educator withholding the love, care, patience, or compassion that they themselves desire and require from others?
If you’ve been in education for any length of time, in any role, you have seen or experienced one or more students with behavior or discipline issues. We know they exist to varying degrees of disruptiveness to the classroom instruction and environment.
Dr. Kimberley Tribbett
We also know that all positive incentive programs, behavior intervention plans, and other supports are not magic fix-alls that work immediately.
We educators know for a fact that every student still has valuable content to learn, and we have chosen to teach it.
We are obligated by an ethical standard to provide quality education to every student, no matter
who they are,
what they look like,
how they speak,
how they act, or
where they come from.
The quality of the education we provide most definitely includes respect, compassion, patience, and human kindness.
Educators, I ask you:
How do we identify and overcome our own implicit biases for the benefit of the students and communities we serve?
About Dr. Tribbett:
Kimberley D. Tribbett, Ed.D. is an educator, mentor, coach, and Assistant Principal. She is a graduate of the University of Missouri, St. Louis, holding a B.S. in education. She holds an M.Ed. in educational administration and an Ed.D. in education with a specialization in ethical leadership.
Her research and passions focus on student academic achievement, instructional practices and influences in classrooms that impact learning.
Dr. Tribbett has worked with students, parents, educators, and leaders across school districts to support student learning, instructional practices, and behavioral interventions.
She is driven to support every teacher, staff member, parent, and student to reach their goals.
As a leader, she provides support through goal setting, coaching, and professional development.
Her purpose is to provide support for educators in their efforts to maximize student learning and academic achievement, including data analysis and strategic planning.
With the current and future academic needs of students in mind, she implores educators and leaders to assess and adjust practices, curriculum, instruction, and professional learning to meet the needs of all learners.
