How to Teach a Concept That's Been Banned

Hey, Teachers!

Do you wonder how to teach students concepts you SHOULD have the liberty to discuss? Concepts that are about the human condition...but have been banned? ❌

CRT bans and other destructive legislation curtail teacher voice and diminish authenticity in instruction. But there are ways to stay uniquely engaged and present as a teacher, so you can guide students in understanding and pondering concepts you were once able to teach professionally and openly, without the political insurgence of ideologies you may or may not support.

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Here are FOUR WAYS to creatively engage students in discussion, inquiry, and investigation related to humanity, racism, ethnicity, gender, or other "sensitive" topics that in some states have been swiped off the table both in curriculum and in social interactions with kids:

1. Create assignments that foster discovery.  We all know the importance of student-centered learning, and this is a MUST-HAVE when creating classroom environments that encourage students to explore the human condition.

     In earlier grades, students can learn about social-emotional learning (SEL) themes such as being kind to one another or being charitable to others. Without explicitly teaching concepts of diversity, equity, and inclusion (DEI), students who are in spaces where activities promote these behaviors and positive choices will inevitably be engaged in behaviors of acceptance, tolerance, forgiveness, and recognizing differences to support harmony in class.

      In secondary classrooms, offering assignment criteria that promote student-led investigation is paramount in creating spaces where students can learn about concepts that they may not have previously considered. For example, essays that are open-ended, or books that are still accessible but can't be taught by the teacher, are avenues for student discovery. This includes history/social studies classrooms, government classes that offer open-ended research on contemporary societal issues, and so forth. Putting students in charge of researching current or past policies and how they originated can also inform their understanding of history, social injustices, and socio-political contexts affecting certain populations.

2. Allow students to share openly and freely in peer interactions. Related to overarching approaches that support student-led learning, students can investigate topics of choice and share what they've learned with peers. Students are powerful voices and teachers in their own right, in the student-student dynamic, both in small group and as presenters.

     Students who become authorities on topics they've researched and studied become strong advocates for what they now believe and can share. This applies to any grade, and the complexity of the material depends on that grade level. However, the very basic tenets of harmony, unity, and connectivity as human beings are thematic topics your classroom opportunities can reflect. Be creative as a teacher when designing those opportunities so you aren't leading, but instead, monitoring.

3. Utilize individual instructional opportunities to plant seeds encouraging students to investigate roads you would have otherwise been free to discuss whole class or 1:1 with students.  When students appear to be ignorant about a concept you know is important and essential to living a good life and being an equitable human being, be creative in how you present options. 

     For younger grades, practice good listening skills with students, and teach them to interpret and draw conclusions with evidence. Encourage students to practice appreciation, gratitude, sharing, and humility.

     Older students can research what you know will bring about awareness, under the umbrella of uniform assignment directions that are true for every student, regardless of the topic. Encourage students to practice open-mindedness and accuracy, and to explore groups other than their own, such as ethnographies, and to ask the right questions that would spark interest in developing strong conclusions based on facts, not opinion.

4. Emphasize the worth of every student in your classroom. When students see you are not biased, observe how you water your "classroom garden", hear the language you use in interactions with adults and with them, and see the values you promote without speaking them aloud, this is impactful. 

     Never underestimate the power of positive influence in your classroom.

     You may not be able to freely discuss who you are, what you believe, your personal life journey, or any issues surrounding DEI, but you can be the example of those values in the kind of teacher you are.

     Most students will see your heart. 

     That transcends the deficiencies in curriculum based on bans that are political and negatively affect education. The most powerful voice in any classroom is yours. The person you are will resonate with students...and with parents, staff, and administration.

     Related to "teaching concepts that have been banned" (1) accept what you cannot change in the school's infrastructure based on local, district, and state mandates, and (b) find ways to cultivate your individual voice about the human condition through avenues that do exist.

FIGURE OUT BETTER COPING STRATEGIES. BOOK YOUR FREE DISCOVERY CALL WITH DR. SHEA