25 Biggest Mistakes Teachers Make and How to Avoid Them

Mistake 6: Physiological Discrimination
are escorted to their bus and are
accounted for. They are aware of the
fears and anxieties a child experiences
SCENARIO 6.3
Blurred-Eye View
when they are lost or alone in a situation
and they would not subject their
children to such an experience.
My worst experience in school was not being able to see the chalkboard because I
needed glasses. I was called on to read and explain a lesson we previously did, but I
couldn’t see. Everything was a blur. The teacher got upset with me and embarrassed me
in front of the class. She said that I needed to stop squinting my eyes and making faces
at her and just read and get involved with the rest of the class. I was trying. She sent a
note home, telling my mother that maybe I needed my eyes checked. Well, I got cat eyeglasses
and hated to wear them, but I did. Mrs. J. had everybody turn to look at me.
Students with visual impairment
exhibit obvious signs
such as squinting, holding their
book far away from or close to their
face, and leaning forward trying
to see the board. These students
may complain of headaches, of
blurred vision, or of irritated eyes.
Some students may stop paying
attention to assignments that are
difficult to see. Students with this
type of physical challenge need help,
not shame.
SCENARIO 6.4
Discrimination by Isolated Exits
Well-trained educators “red flag”
behaviors such as squinting and neck
craning. They monitor the student’s
behavior to confirm that the student is
having a visual problem. If their suspicions
are confirmed, caring teachers
tactfully ask the student if he or she
is experiencing difficulty seeing the
board or assignments. Once teachers
have established that there is indeed
a visual problem, the next step is to
notify parents and/or appropriate
school professionals (DeMott, 1982).
My worst experience was in high school when the school wanted me to leave class
later than everyone else because they said it was dangerous to have a wheelchair in the
halls with all the students. I had a real problem with this because I wanted to see my
friends and be a part of the crowd. To me, they really made me feel different than
everyone else. This is something I’ve always tried not to do.
This student’s predicament
is at the core of the hotly
debated issue of inclusion. The
movement toward full inclusion
involves the education of all students
in the regular classroom
regardless of the severity of their
handicaps or disabilities.
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