Reading Chapter 9, “Teaching About Racism,” in Brookfield’s The Skillful Teacher really made me think about how important it is to look beyond our intentions as instructors and consider how our actions may affect our students.
Two examples stood out to me. The first was when Brookfield described giving students of color more flexibility with deadlines and grading because he believed he was helping them. He later recognized that his decisions were based on assumptions about their abilities. The second was when he unintentionally overlooked a student of color during a classroom discussion, only to learn that she had experienced similar situations repeatedly throughout her education.
Both examples reminded me that even when our intentions are good, our actions can sometimes have an unintended impact.
Recognizing My Own Assumptions
As a Medical Esthetics instructor, I work with students from different cultural backgrounds, each bringing their own experiences, abilities, and levels of confidence into the classroom.
I’ve noticed that I sometimes give extra attention to students who are quieter or who speak English as a second language. My intention is always to make sure they feel supported, but I’ve also realized that being quiet or less comfortable speaking English doesn’t necessarily mean a student is struggling or doesn’t understand what I’m teaching.
During class discussions, some students are eager to share their thoughts, while others prefer to be invited into the conversation. I’ve learned to be more mindful of making room for different voices without assuming that silence means a lack of understanding or interest.
When Fairness Doesn’t Mean Everyone Gets the Same Thing
Another challenge I sometimes face is navigating cultural or religious considerations during practical classes.
For example, when teaching the waxing module, some students may not be comfortable receiving certain treatments, such as a bikini wax, because of their personal beliefs. Although they may be comfortable learning how to perform the treatment, receiving it themselves may not be an option.
In these situations, I sometimes need to adjust student pairings, reorganize practical activities, or explore alternative ways for students to participate while still meeting the required learning outcomes.
What makes this challenging is that other students may question whether these adjustments are fair. I understand their perspective, and it reminds me how important it is to explain that fairness doesn’t always mean everyone has exactly the same experience.
At the same time, I recognize that providing accommodations should never mean lowering expectations or making assumptions about what a student can or cannot do.
What I’ll Take Away From This Chapter
Brookfield’s discussion of racism and racial microaggressions reminded me that our decisions can have consequences we may not recognize until we consider another person’s perspective.
Although my classroom examples involve language, cultural differences, and practical learning needs, they connect to the broader importance of questioning assumptions. They are not necessarily examples of racial discrimination, but they encourage me to think more carefully about how students experience my teaching.
Moving forward, I want to continue creating a classroom where students feel respected, included, and comfortable sharing their perspectives. I also want to maintain consistent learning expectations while remaining flexible in how students can achieve them.
For me, one of the biggest lessons from this chapter is that being a fair instructor doesn’t mean treating every student exactly the same. It means understanding individual circumstances, questioning our assumptions, and making thoughtful decisions that give everyone a genuine opportunity to succeed.
Reference
Brookfield, S. D. (2015). The skillful teacher: On technique, trust, and responsiveness in the classroom (3rd ed.). Jossey-Bass.
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