Lenses for Observing

What stood out for me in this article was the notion of selective perception. We all have ideas of what we like and dislike and, in any given situation, these predispositions influence our thoughts, feeling, and behaviors. On the very first page the author sets out an exercise for individuals to consider the kinds of bias that we bring into the classroom. I thought this was an interesting exercise to consider because 1. it suggests that we have pre-set ideas about classrooms (or otherwise), and 2. it encourages teachers to consider what those particular ideas are and how they may influence our experience.
Further into the article, the author talked more specifically about selective perception. Three teachers were asked about the behavior of a single student, on a single occasion. Each of these teachers had a radically different impression of that students character and ability to achieve based on a probably 30 second incident. On the one hand it is incredible to see just how differently people can interpret the same experience. On the other hand, these impressions could have potentially dangerous consequences for the student-teacher relationship. If a teacher is unable to see past the limits of his/her original vision, the students work will forever be tainted by unfounded, and unconsidered bias.
Being a good teacher requires teachers to be reflective, and to think in critical ways. I also think a great portion of teaching (or experiencing life) is about maintaining a freshness of vision and an engagement with what is present. While it is valuable to have past experiences to inform what we do in the present, it is critical to consider that a new situation, a new student, or a new school may carry with it new information that requires new ways of observing and teaching.
In the very first core reading we read, Arnheim talks about how we learn to categorize visual information, and how this automatic perception allows us to move fluidly through our day. He also suggests, though, that there is a problem when past learning influences what we see in the present moment. It is a selective perception and coincidentally a selective understanding of the thing at hand. When Teacher A, says "I have had students like this before-lazy and irresponsible" this singular perception casts a shadow over all other possibilities.
In my idealist ways, I believe that it is important to bring a certain scientific curiousity to experience, to see, and I will say this primarly for poetic effect, each child as a precious stone to be witnessed and pondered as if some unusual artifact. And when situations stir up strong responses, both positive and/or negative, it may be all the more poignant to ask ourselves why.