Problem:
Teachers often talk about students in the lunchroom or on yard duty, observing and commenting on challenging behaviors. If a teacher automatically assumes that a student with behavioral challenges is a "bad" kid, how is that child affected by the teacher's stereotypes, preconceptions, and implicit biases? How can a teacher's prior expectations shape how a student is viewed and treated? What can you do to bypass deficit based assumptions about behaviors which label kids as "bad kids"?