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Assumptions. We all have them. We carry them into the car, into the classroom, into work.
Some assumptions operate to save cognitive space: We plan for a working LCD projector, for example, or we assume the copy machine will work. (Not always, to be sure, but in general we expect them to be reliable.)
In working with teachers, both new and veteran, I have also found that some assumptions—particularly those that pertain to ourselves and to our students—can cause frustration, leading to burnout. Beliefs we have about how we should operate or how students should behave can sometimes cloud our vision, preventing us from seeing who stands before us.
Luckily, if we’re aware of these assumptions, we can work to counteract them.
