Reflection #1

 I like the article The Danger of Teaching Children to be Colorblind for a few reasons. The first is that it talked about white anxiety. I have white anxiety right now thinking about how to respond to this discussion post. I'm a teacher and therefore I should have a perfectly crafted response demonstrating how I see each of my students for the unique, culturally different individuals they are. I didn't see the Grey's Anatomy episode, but I sympathize with the doctor's anxiety. I always have to actively make sure I'm calling on an equal number of minority students, boys, girls, etc. in class. When I select students for awards, write letters of recommendation, award grades, interact with parents, send e-mails, grant extensions on assignments, there is pressure on teachers to operate with perfect equality at all times- and I do think I'm operating fairly at all times.

 However, as I mentioned in my discussion post it's hard for me to decide in the classroom if I'm being "colorblind." Math is not a subject where discussions of race, culture, or traditions really comes up at all. We can talk about the history of math or write word problems that include diverse scenarios, but that can take away from content time or seems to be not enough to make an impact. I seek opportunities to get to know my students better outside of class. We have Advisory once a week and something called Community Time once a week as well. There are affinity group meetings at lunch and sporting events after school. This is where I really get to know my students. I've encouraged students to let me know if they need extensions on homework (e.g. celebrating a family holiday or tradition).

 In summary, I guess I would have to say that I don't operate on a daily basis as "colorblind." I get to know people as individuals and respect their unique cultures and traditions. I still can't shake the feeling though that "math is (more or less) colorblind." I've never learned anything of significance for how to teach differently to be culturally inclusive in math.