Blog Post 2.1

Part 1: Content Reflection

Describe how you believe teacher "WITHITNESS" (Jennings, p. 43) reduces teacher bias and improves the culture of a classroom. What does "whiteness" look like in a classroom setting? What does it feel like?

    Teachers with withitness are better able to recognize and reflect on their reactions to students. They can more clearly see if they are unconsciously favoring certain students or misinterpreting the behaviors of others due to biases. Whether these biases are based on race, socioeconomic status, gender, or other factors.

    Withitness in a classroom culture where students feel seen, respected, and understood. Teachers who demonstrate withitness are attuned to the emotional atmosphere of the room and respond in ways that foster safety and trust. 

Creating a supportive and safe environment: When a teacher is mindful of the emotional needs of their students, they can more effectively intervene in moments of conflict, anxiety, or frustration. This helps create a classroom where students feel emotionally supported and can engage in learning without fear of judgment or bias.

Fostering inclusivity: Teachers with withitness recognize when certain students may be marginalized or overlooked. Whether it's giving quieter students opportunities to share, ensuring that all voices are heard in discussions, or supporting students who struggle with social interaction, the teacher’s awareness leads to a more inclusive environment.

Building student-teacher trust: Withitness also helps develop a stronger bond between students and teachers. When students feel like their teacher is genuinely present and emotionally attuned to them, they are more likely to trust the teacher’s intentions, engage more fully, and take academic risks. This kind of trust fosters a positive classroom culture where students feel comfortable asking questions, making mistakes, and growing.

    Withitness looks like in the classroom positive reinforcements for example if I am teaching and I notice a students is holding a conversation while I am teaching. Instead of stopping the whole class and pointing out the students I can simple just give them eye contact or move closer to the area where the students are. In a classroom, withitness feels like that I am present and fully attuned to the needs of the students both academically and behaviorally.

Why do you believe authentic learning (Knight, p. 225) is so critical to student learning? In your classroom, what will authentic learning LOOK like? What will authentic learning FEEL like (for students)?

    Authentic learning is critical because it connects classroom content to real-world applications, making learning meaningful and engaging. When students see the relevance of what they’re learning, they are more motivated, and their understanding deepens. In my classroom, authentic learning would look like students working on projects that solve real-world problems such as creating community initiatives, conducting research, or collaborating with local organizations. It would be hands-on, and driven by student interests, allowing them to apply their knowledge in a practical way. 

    For students, authentic learning would feel empowering and purposeful; they would take ownership of their work, knowing that what they’re doing has value beyond a grade. It would also feel dynamic, with students collaborating, experimenting, and reflecting as they work toward tangible outcomes.

How does what you are reading about in the Mindfulness for Teachers book -- understanding the emotional life of a teacher, the impact of negative emotions in the classroom, and the power of positivity -- directly relate to creating authentic learning environments that educate the whole child?

    When reading t

Part 2: (Field Experience) Practicum Reflection:

In your current learning setting (virtual, hybrid, or in-person), in what ways do you see evidence of teacher withitness? (Please provide a detailed 5-7 sentence response). What are you and/or your host teaching doing, saying, communicating, thinking...?

    At my current site, "withitness" is a key part of how we, as teachers, stay connected with our students both in terms of their academic progress and their behavior. We understand that providing immediate and appropriate feedback is essential, not only when it comes to assignments but also when managing classroom dynamics. Whether a student is excelling on an assignment or struggling to stay engaged, we are quick to offer praise or guidance. This kind of feedback is designed to be constructive, timely, and specific, helping students understand exactly what they did well or where they need to improve. 

    Beyond academic feedback, we also focus on behavior, using subtle cues or redirection when a student's behavior starts to drift off task. Our ability to notice small changes in engagement or mood allows us to step in before disruptions escalate, either by offering a gentle nudge or a private conversation. awareness ensures we maintain a positive, supportive atmosphere where students feel both seen and understood, whether they’re responding to course material or interacting with their peers. Through this, we aim to create a learning environment where students not only succeed academically but also develop the social-emotional skills needed to navigate the classroom and beyond.

Examples of Withitness:

• Eye contact with students
• Scanning of the room
• Respond quickly to off-task behaviors
• Working in small groups
• Timely feedback
• Positive reinforcements

Please also upload (1) artifact/ piece of evidence from either your current learning setting or the internet that illustrates a core element of your response:

What are some simple, yet intentional, routines that you see your host teacher (or you) engage that contribute to creating conditions of authentic learning and "unconditional positive regard" for students? (Please provide a detailed 5-7 sentence response).

    One routine I’ve seen that really fosters authentic learning and unconditional positive regard for students is starting each class with a brief check-in. My host teacher makes sure to ask each student how they’re doing, acknowledging both personal and academic aspects of their lives. 

    This small gesture shows genuine interest and builds trust, which encourages students to feel comfortable and supported. Another routine is giving students clear, consistent feedback on their work not just focusing on areas of improvement, but also celebrating their progress and effort. This positive reinforcement helps students feel valued and motivates them to continue growing. 

    Making sure every voice is heard and showing consistent care, the teacher creates a safe, inclusive classroom environment where learning can truly thrive. These routines don't just create a positive atmosphere; they also nurture a growth mindset, helping students see mistakes as opportunities rather than failures.

Please also upload (1) artifact/ piece of evidence from either your current learning setting or the internet that illustrates a core element of your response.