Analyzing THE FOCUS

I took the skin color and physically disabled people tests.
- The tests results show internal bias, which many educators share (Jackson, 2014). It can be viewed as a factor of intersectionality between colorism (Taylor, 2014) and ableism (Crenshaw, 2016) in schools.
- These results require reflection and next steps, as I recognize, they can directly impact the education provided to my students (Jackson, 2014) as well as my perspective as an Attention Deficit Hyperactivity Disorder (ADHD) intervention designer (Taylor, 2017).
- An educator’s bias can impact the ways of learning (Watkins & Van Aalst, 2014) as ways of learning vary across all cultures on an indivual level (Mason, 2014).
- If there is bias towards cultures or physical abilities, there will be outcomes for learners that we may not want such as teaching them our biases.

To further analyze the impact of the issue, the content and comments of my highest viewed Instagram classroom-based posts were qualitatively coded and categorized into themes to be judged based on theoretical suggestions for educating learners in my culture (Cornet et al., 2018).
This form of validating my influential teaching practice showed
- From 2016-2018, 55% of my classroom videos showed practices such as using motivational stories to engage learners and teach skills needed to complete objectives (Kumar et al., 2022)
- From 2016, until the end of 2017-2018 school year, 20 out of 25 of my 15-60 second clip videos were filled with themes of empowerment, self-love, and critical thinking
- Towards the end of the 2017-2018 school year, 5 videos had subjective messages from me to the learners, in a banking style model of teaching (Freire, 2005) due to my bias about my learners
- By 2018-2019, 72% of my videos showed my bias through an angry tone of “tough love” coming from me, the teacher, who was essentially an outsider and authoritative figure (Berkovich & Grinshtain, 2022)