Classroom Practices that Promote Equity

Equity work is more than theory... There are regular classroom practices that can help teachers create an equitable learning environment.

ACADEMIC EXPECTATIONS
  • Prioritize academic excellence for all students
  • Expect higher order thinking from all students; provide those opportunities
  • Provide high-quality, timely, actionable feedback to all students
  • Offer individual support/help to all students



PHYSICAL ENVIRONMENT

  • As much as possible, use student-created work as decor 
  • Make sure images in the classroom are reflective of the diversity of the students
  • Furniture set up to promote flexible grouping and discussion
NORMS
  • Develop class norms together after discussions about our collective expectations - what does “respect” look like for each of us?
  • Use Restorative Practices regularly. Also, use them to address scenarios when norms are broken. Help students to develop more self awareness, self management, and relationship skills
  • Model positive self-talk and acceptance of multiple perspectives (“tell me more”)

TEACHER COMMUNICATION

  • Address all students by name, make eye contact
  • Never ignore student comments, responses, questions, contributions
  • Immediately challenge negative stereotypes spoken in the classroom
  • Use wait time when asking students’ questions
  • Use tools to promote equitable responses from students (try to make all voices heard)


 CLASS DISCUSSION

  • Provide direct instruction of a discussion protocol (like Courageous Conversations about Race) so students can learn to disagree respectfully and go deeper into uncomfortable conversations instead of avoiding them
  • Work to facilitate, not direct, most class discussions
  • Use probing and clarifying questions to promote deeper inquiry/understanding
  • Provide multiple modalities for student feedback honoring the levels of discomfort some students might feel when expressing themselves in a group setting (provide back channels, etc.)

CLASSROOM EXPERIENCES

  • Make the class a student-centered experience
  • Identify students’ prior knowledge, do not assume it
  • Connect our learning to students’ real-life experiences
  • Use a culturally-relevant approach. Expose students to a diversity of perspectives in deep and meaningful ways: race, religion, ethnicity, gender, socioeconomic status, citizenship status, language, level of ability, sexual orientation, etc.
  • When learning about an idea, provide counter-narratives and alternate viewpoints
  • Provide differentiation in how students learn and express their learning (following Universal Design for Learning) to address different ability levels, learning styles