{"id":10644,"date":"2022-09-19T19:46:22","date_gmt":"2022-09-19T19:46:22","guid":{"rendered":"https:\/\/dev-tufts-provost.pantheonsite.io\/celt\/?page_id=10644"},"modified":"2022-11-04T18:57:38","modified_gmt":"2022-11-04T18:57:38","slug":"how-do-my-identities-and-experiences-impact-how-i-teach","status":"publish","type":"page","link":"https:\/\/provost.tufts.edu\/celt\/inclusive-and-equitable-teaching\/how-do-my-identities-and-experiences-impact-how-i-teach\/","title":{"rendered":"How do my identities and experiences impact how I teach?"},"content":{"rendered":"
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Self-reflection is critical to creating an inclusive learning environment, particularly for faculty who possess dominant social identities. Faculty members should become aware of how their own ideas, assumptions and identities shape their learning environments and the ways they teach. Engaging in the process of self-reflection provides instructors\u00a0 with a better understanding of how they view students and how students perceive them as instructors. It also allows instructors to better understand power dynamics in the classroom and the ways these dynamics impact learning. Once instructors have this understanding, then they can begin to take more intentional and meaningful action around inclusive and equitable teaching.<\/p>\n

Because of the time required and vulnerability involved, you may be tempted to skip this step. However, it will be difficult to maximize equitable teaching practices without this step. This is an ongoing process, but you can begin by asking a few general questions:<\/p>\n