"Consciousness of Kind" is a socio-anthropological phenomenon which shows how people belong to groups in which they are conscious of "their kind." How consciousness of kind could affect teachers' pedagogical judgments and decisions, or their behavior toward learners who are not of their "kind," is described in this paper. The word "conscious" has to do with an awareness of one's existence and environment. Therefore, consciousness of kind is the recognition of belonging to a group of people who are alike in some ways, leading individuals to be positively biased toward their group consciousness. One consequence of such biases is teacher ethnocentrism: an attitude where teachers view students as being naive and ignorant, as needing to be intellectually cleaned-up through the impartation of knowledge which only the teacher can give. Implicit in this view is the notion of superiority. But consciousness of kind occurs in other dimensions of interaction, such as human cultural contexts, group identity, social organization, status, potential for destructiveness, discrimination, race relations, perception reality in classroom, meaning, language. Each of these dimensions are explored here. The paper concludes with some of the implications of this mindset and offers recommendations for the classroom. Contains 32 footnotes. (RJM)