I taught in many places in my 38 year career as a teacher. I taught in school districts from rural, Wareham Ma would be one, to huge cities, Los Angeles CA is one such place, and areas between. I taught middle and high school English, literature and grammar, Social Studies, and Science classes, as well as covering all subjects in my classes those times I taught Special Education.
I taught at a parochial college preparatory high school and a one room Special Education facility housed in a real two room, little red school house. I spent some time in a Special Ed classroom situated in what had been a 8’x14’ men’s room in an unused end of a side corridor on the third floor of a suburban high school building, and had to turn an unused middle school print shop classroom, whose printing apparatus remained, located at the furthest corner from all the other classes into a classroom.
In both these situation those in charge of Special Ed. at the time had no understanding or training and, while finding certain types of disabilities acceptable, others were like the odd sister who has always lived in the attic, needed to be taught to accept all Special Needs Kids, not just the cute ones, and let them be taught, no matter how outside the box it might seem, the way they learned best.
I established a sheltered workshop in my Special Ed. Class in one system after a battle to bring the administrators out of the middle ages, and a video production program in another that won awards and helped establish a video in the classroom program city wide.
My students had been from well to do families and the poorest of the poor. They had been a variety of ages, maturity levels, degrees of willingness to learn, the nicest kid you would ever want to meet and that other kid. They covered all the ways kids could be raised in any form of family from those who would become a name someday for achieving greatness to the kid who became well known for some horrendous crime. I had students whom I was glad were in the room and those I really hoped would be absent, knowing that went both ways.
This latter, however, did not rely on what the kid was, but how the kid presented themselves.
During the Reagan years I taught in Southern California when people from Central America were fleeing the mess this country was causing there. It was during the time a state legislator had proposed a law requiring that teachers, threatened with loss of certification for non-compliance, were to report any students they thought might be in the country illegally, something that required profiling and assuming all students with Hispanic names were suspect. Teachers fought and won against this because such a law would create an adversarial student teacher relationship.
We stood firmly on the the conviction that we must teach whoever is in the room.
By the end of my career, my students had covered just about every religion, political persuasion, race, gender, sexual orientation, gender identity, disability, color, ethnic group, as well as those who were by birth or naturalization totally and unquestionably a citizen, working on it, or somewhere leading up to it, and those who might have been in the country by just getting here somehow.
Regardless what my opinion, understanding of, or attitude toward any, all that did not matter as my job was to teach anyone in my classroom and that information was irrelevant to the students learning what they were supposed to at any given time.
I believed then and believe now that a teacher’s only consideration is to teach whoever is in the room regardless where they came from and how they ended up there. Nothing is up for consideration other than the subject matter at hand and anything outside the classroom that could have a direct impact on learning.
Where good rapport rs necessary, creating an adversarial relation between students and teachers, especially at the behest of someone promoting a political belief, educationally detrimental.
What kind of an environment could possibly exist other than one based on the fear that a teacher, and perhaps a beloved one at that, could at any time turn in a student and by extension the whole family over to Immigration and Naturalization agents.
School can be tough enough already without that fear thrown in.
So my advice to teachers, especially in these times, is to put politics aside. The only concern in your classroom is whether or not students are learning. All that other stuff stays outside the door.
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