Fairness NOT Sameness
Many adults are equipped to define the term, ‘fairness’. But have we actually taken the time to do so? Or better yet, have we defined and modelled it appropriately for the youth around us? The belief that ‘fairness is not sameness’ has been apart of my guiding teaching principles for the majority, if not all, of my career. Due to this, I’ve encountered struggles along the way. One of which I will share with you today.
As teachers, we are reminded of ‘fairness’ regularly. Many teachers will unite in saying that we make a conscious effort to foster fairness within our classroom. When it comes to our students, they reminded us regularly through proclamations of “That’s not fair!” or “She gets to, why can’t I!”. This communication illustrates a common student perception of fairness is to them. Despite these commonalities, I still believe that there are many misunderstandings when it comes to fairness. Unfortunately, this misunderstanding does not lie solely with our students. Educators who model and believe that the SAME treatment should be applied to all students, regardless of their skills, is in my respectful opinion a poor approach to instructional fairness.
To be clear, ‘fairness’ is defined as impartial and just treatment or behaviour without favouritism or discrimination. So, if we are fostering fairness in our classroom, it does not mean we are doing the same thing for all, but actually the opposite. Our teaching behaviours should be adjusted accordingly to meet individual student needs, unbiased and honestly. Therefore, if a student is exhibiting lagging skills that is causing them to behave inappropriately in class. Making the decision to proactively implement reinforcers or positive behaviour incentives that relate solely to one student, IS fair. It is fair because one is being responsive to that student’s needs, and helping that student develop essential skills that they are lagging in order to self-regulate. Along with this, it is important for the rest of our students who are not receiving this treatment to learn that their needs will always be met too. Just as one with poor vision needs glasses, the tools will always be put in place for them to succeed as well.
When I reflect on this struggle, I’ve acknowledged it not as a setback, but as something that has strengthen my teaching practices. I continue to model ‘fairness not sameness’, regardless of opposing beliefs, and hopefully I’ve inspired others along the way.
