I came into the teaching profession aware that my White middle class experience would impact how I taught. I earned my teaching credential and masters degree from a program focused on social justice. There, I’d read and discussed books such as Teaching Other People’s Children and Bad Boys: Public Schools in the Making of Black Masculinity, so I understood, in theory, the blindness and biases I would need to overcome.
First, a little context: I am a white literacy coach in a large urban district where half the teachers are of color. When I began my job, I believed that my focus on evidence-based reading instruction, good intentions and belief that all students can learn would make me well-equipped to bring research to our diverse staff. How naive I was! Entering this work, I was blind to biases that permeate
The Wait and See Approach: While some students crack the alphabetic code with minimal or even no instruction, others require systematic phonics reinforced by decodable texts to become skilled readers. The catch is that when students enter school, we don’t know for whom code-based instruction will be essential. We can wait and find out, and in fact, we do this so often that the approach has a name, “wait to