“When we know better, we do better.” There is something forgiving and medicinal about that teaching mantra.
I am regularly realizing that I could have taught something more effectively or that I should have been more culturally responsive in my language or practices. Content becomes outdated or is later revealed to be incomplete or inaccurate. Some teaching memories haunt me so much that I have had fantasies about finding ways to apologize to former students for the cringe-worthy lessons they’ve endured.
I recently had a wake-up call around reading instruction, and determined I need to intellectually embrace something that I have long suspected: While dyslexics clearly need robust reading instruction (often more specialized and intensive than their peers), their needs are not as distinct from non-dyslexics as I have previously advocated.