Equitable Practices in the Classroom, Part II

Equitable Practices in the Classroom, Part II

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In part one, we discussed the importance of addressing students using equitable methods. We also looked at ways to increase participation and ensure that all students feel capable of contributing in classroom discussions and group tasks. Equity is an essential piece, not only in how we teach, but also in what we use to teach.

 

Physical classroom set-up:

There are ways in which teachers can choose to organize, decorate, and structure the classroom to promote a more equitable learning environment. From simple aspects such as desk arrangements, to posters and texts selected for the classroom library, all of these decisions can either foster or stifle equity. When arranging desks, it is important that teachers consider the learning goals of the lesson or unit and the avenues with which students can arrive at these objectives. If discourse is an essential piece of the learning goal, desks should be arranged in a “U shape” or circled up to promote small group discussions, collaborative activities, and cooperative learning practices.

 

If drafting, peer review, or teacher feedback is a critical aspect of the objective, then desks should be set up in groups of twos, threes, or fours to create work spaces that allow for pair sharing and teacher conferences. Whatever the goal may be, the key is for teachers to feel free to structure the classroom as needed, even if this means moving seating arrangements regularly. The room should account for dynamic, free-flowing learning; it does not need to be the stereotypical static formation of rows of desks facing forward.

 

Familiar faces:

An equitable classroom is also one in which students feel welcomed by familiar faces and people with similar experiences. While teachers cannot always provide that face of familiarity themselves, they can ensure that the classroom is adorned with posters, student work, displays, bulletin boards, and texts that are racially and ethnically inclusive of all students.

 

Not only do students need to see themselves represented in their learning environment, but they also need to see stories of success and perseverance. When building a classroom library, teachers should be sure to include works of art, poetry, fiction, and biographical texts that demonstrate the strength of the human spirit through obstacles and hardships. When students are able to connect to texts, not only a cultural level, but through a common life experience, they become more engaged and motivated by the important themes of overcoming challenges. These essential messages help students connect to the classroom in a way that they might otherwise feel excluded.

 

Teachers can also build equity by including artifacts from the community in the classroom. If students participate in a club sport, consider hanging the team’s memorabilia or team statistics on a bulletin board. If community members primarily speak another language, consider displaying posters or motivational messages in that language around the room. Similarly, make mention of cultural holidays or other important days that represent students’ backgrounds, families, and religious or cultural roots.

 

When possible, incorporate generational influences that students can connect to during instruction. Music, television, current events, and other pop culture references can support student engagement and build equity concurrently.

 

Value multiple perspectives:

Where discourse is involved, students have the special opportunity to voice, hear, and try on multiple perspectives—a key practice for building critical thinking skills. Exposing the learning environment to new perspectives allows student to question previous assumptions, explore unfamiliar theories or viewpoints, and build an understanding for others’ belief systems.

Teachers can help to promote this level of broad thinking and consideration with purposeful modeling, questioning, and differentiation. For instance, when having a group discussion, teachers should prompt students to consider further viewpoints by purposeful phrasing such as:

 

  • “There are a variety of ways to look at this example.”
  • “There is not just one correct answer here, it is more open-ended depending on interpretation.”
  • “That’s an interesting interpretation. Did anyone else see it differently?”
  • “So-and-so solved the problem this way, but is there another way to solve it?”
  • “Can you think of another reason why the character may have responded this way?”
  • “How might someone else respond differently based on personal beliefs or circumstances?”
  • “One valid point does not negate another valid point.”
Equitable Practices in the Classroom, Part I

Equitable Practices in the Classroom, Part I

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Equity is much more than an educational buzzword—it involves the conscious and subconscious decisions and methods that we teachers implement in the classroom every day. Equity is also closely linked to student engagement, performance, achievement, and academic expectations. Because of the serious implications of classrooms that lack culturally responsive teaching, equity has become a major focal point for professional development among educators. Equitable practices are so critical, in fact, that most districts incorporate equity standards in teachers’ evaluations and professional growth systems.

 

With such an emphasis on equity in education, it is important that teachers know how they can foster and promote equitable practices seamlessly into their instruction and classroom procedures. Many of these strategies fall under “best practices”—strategies that most teachers utilize intuitively every day. However, there are additional efforts that can be made to ensure that equity is at the forefront of our teaching and learning.

 

Addressing students:

Teachers should work to welcome and address students by name at the door upon entering class. This helps to build a positive classroom climate and ensures that students know they are each cared for and welcome.

 

Teachers should ask about correct pronunciation and if students have a preferred nickname. Often, students are shy about correcting a teacher’s pronunciation; however, it is important that teachers correctly identify and pronounce students by name to recognize their personal and cultural identities. Over time, when teachers continuously mispronounce a student’s name, it sends an unintentional message that the student’s name is arbitrary, difficult, or complicated. In essence, teachers may be inadvertently “othering” a student by neglecting to correct their pronunciation or drawing attention to the name’s unique qualities.

 

Teachers may also unknowingly address students by name only when they have done something wrong or are being reprimanded. While unintentional, this habit creates a negative rapport among teachers and students. Instead, teachers should consciously address all students by name when recognizing them for positive behaviors as well.

 

Student participation:

Best practices include random calling methods to ensure that all students get the opportunity to share in whole group and small group settings. Calling sticks help teachers to truly randomize student participation. This practice fosters equity in a few different ways: it holds all students accountable for learning, and it also establishes the belief that all opinions are valid and everyone’s perspectives matter. Calling sticks also encourage students to maintain focus and engagement because they never know when they will be asked to participate.

 

Calling sticks and other random calling methods should be used for more than just participation. Teachers can utilize calling methods to encourage students to come up to the board to lead a part of the lesson. Teachers can also use calling sticks to highlight a randomly selected student’s writing, art, poem, math strategy, etc. The key is to allow all students the opportunity to speak, demonstrate learning, ask questions, and receive praise.

 

Participation during group work or collaborative presentations can provide teachers with another opportunity to build equity among learners. Oftentimes, group work and presentations reward the talkative leaders and participatory over-achievers. Instead of allowing groups to determine who will share out or present, randomize the speaking role. Insist that the group member with the most recent birthday, shortest hair, longest bus ride, most siblings, or most colorful clothing share out. This provides the more quiet, reserved, or reticent group members with the low-risk opportunity to share the group’s work.

 

Proximity is another method to ensure equity when addressing students, particularly with student behavior. Teachers may subconsciously move toward students who are misbehaving or disrupting; however, it is just as important to use proximity when students are on task and exhibiting positive behavior. Physical proximity, whether addressing positive or negative behaviors, sends the same message to all students—“I see you; I recognize what you’re doing.” When students are “caught” doing something positive, use physical proximity to send that positive message. This subtle recognition helps to build classroom environment and an encouraging climate for students.

Lesser Known Facts about Bullying

Lesser Known Facts about Bullying

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Bullying and its effects on students are of major concern to parents, educators, counselors, administrators, and even lawmakers. Because of both the prevalence and dire consequences of bullying, communities are taking much-needed strides to overcome this growing problem. While much is known about bullying behaviors, effects, and overall statistics, there are some lesser known details about bullying that are helpful to parents and educators as we work to combat this serious issue.

 

While bullying can and does happen at any grade level, middle schools statistically see the most instances of bullying. There are several theories surrounding this research, including the increased need to fit in and/or follow the crowd, greater likelihood of peer pressure, the onset of puberty and hormones and lack of impulse control. What many middle school teachers are seeing is a combination of these factors, all of which create a pseudo-breeding ground for bullying behaviors.

“Social bullying” is one of the most common types of bullying. This is also sometimes referred to as “relational” or “relationship” bullying. Social bullying involves a group of peers, which can range from a large group, such as an entire classroom of peers, to a small gathering of only a few peers. The key distinction is this type of bullying involves a deliberate “pack mentality.” The bully or bullies will torment their target by means of intentional exclusion, spreading rumors that they know are false or hurtful, plotting to publicly embarrass the target, and manipulating others to turn against and/or join in the harmful behavior. This subcategory of bullying is especially hazardous because it aims to isolate the child, making him or her feel as though they have no one to turn to within their peer group.

 

Some effects of bullying, especially in severe cases, may last into adulthood. These include depression and anxiety, decreased achievement or motivation, and social avoidance or agoraphobia. Research also indicates that children and teens who do the bullying are more likely to suffer consequences of risky behavior later in life, such as alcohol and drug use, vandalism, sexual promiscuity and physical violence.

 

Adults who are not familiar with bullying prevention programs, adolescent behaviors, and school protocols may have a “blind spot” when it comes to instances of bullying. Children and teens often report that bullying has taken place when and where adults are present, but that the adult either did not recognize the behaviors or did not intervene.  Bystanders, especially adults and authority figures, are often looked upon by victims to de-escalate the problem. When adults fail to do this, the victim is often more intimidated and discouraged.

 

While legislation varies from state to state, bullying itself is not illegal. However, in Maryland, cases where bullying includes or results in further harassment, intimidation, hazing, misuse of electronic devices (cyberbullying), or civil rights violations could be in violation of the law. Cyberbullying, although it’s not face-to-face, is not any less harmful to the victim. In actuality, since most cyberbullying occurs via social media platforms, where adult presence is limited, the harm can be even more extensive or relentless.

Teaching Tolerance in Secondary Classrooms

Teaching Tolerance in Secondary Classrooms

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Much of what goes on in our world makes its way into our classrooms in some form or another. In this sense, many view classrooms or schools in general as microcosms—mini representations of society. Ask any teacher, and tolerance is likely not part of their curriculum. However, much like with a productive and stable society, tolerance plays an essential role in creating a welcoming and productive classroom environment. Fostering a positive environment is no easy task, especially when our world is in the midst of such grave negativity. Tolerance in the classroom takes time, patience, practice, and reflection.

 

Remind students that everyone they meet knows something they don’t. Whether rich, poor, black, white, gay, straight, foreign, or not—every single person has lived a different life, experiencing their own realities and garnering life lessons along the way. Instead of viewing someone’s vastly different experiences as weird or wrong, students should be reminded of the value that varying experiences, perspectives, and lifestyles offer.

 

Change the language of the classroom when it comes to discussing differences. To avoid “othering” certain groups, encourage neutral or positive ways to address differences. Instead of allowing students to use weird, odd, strange, unusual, etc. to describe people, groups, or customs, a positive classroom environment should be one where words like unique, unfamiliar, uncommon, fascinating, diverse, various, or distinctive are used.

 

Approach confrontation with logical questions. Since students bring differing experiences and opinions into the classroom, occasional clashes are to be expected. When this occurs, teachers can use these opportunities as teachable moments by addressing the issue with open, honest, logical conversations. Guided or rhetorical questions also allow students to reflect on their own perspectives and how they react to others. For instance, a teacher might ask, “In what way does his/her different opinion or belief threaten yours?” “Is there a reason that their differences affect you?” “How can we focus more specifically on ourselves and less on how others behave, speak, learn, etc.?” “What do you think you know about certain people? What if you took a moment to consider where these beliefs/opinions come from?” “Saying that someone’s choices are wrong do not necessarily make yours right.” “This argument could simply be de-escalated by considering it a difference of opinions.” All of these talking points prompt students to reflect on their own belief systems while maintaining an open mind towards others.

 

Learn how to recognize your own implicit bias. This is often a difficult practice for teachers—we aim to be impartial, objective, open-minded educators that provide equal opportunities to all of our students. Therefore, recognizing, questioning, and shedding light on our own innate judgments goes against what we are working towards in the classroom. It also summons feelings of discomfort by forcing us to identify our own stereotypes and belief systems. As difficult and uncomfortable as this may be, we must address our own biases before we can ask students to do the same. To foster tolerance, there must first be a foundation of understanding—what better way than to begin with our own reflections?

Create opportunities for students to learn about one another on deeper, more meaningful levels. Free writes, warm up topics, discussion starters, and icebreakers are all optimal opportunities to help build a solid, positive rapport in the classroom. Ask students to respond to questions such as:

 

  • What is one way that your family likes to celebrate an important accomplishment?
  • What types of traditions are unique to your family/community?
  • Do you have any rituals, superstitions, good luck charms, etc.?
  • Where do most family gatherings happen?
  • What important memory from your childhood makes you smile?
  • What does your typical Saturday look like?
  • What do you like to do on a snow day?

Parent Conferences

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Parent conferences are extremely beneficial for students and their academic success. The constructive feedback and collaborative effort that parent conferences offer provide foundations for growth, no matter the student’s previous track record or measures of ability. Like many school districts, November is the month when Montgomery County Public Schools open their doors to parents and guardians for conferences. While any meeting of the minds is beneficial to students, there are methods to optimize the conference so that both parents and teachers walk away with feedback and strategies to best support the learner at home and at school.

For the parents:
➢ Come prepared with specific questions about your child’s academic progress. Questions like, “How is so-and-so doing?” is broad and somewhat generic, which will likely beget a broad response and leave the teacher with little direction with which to steer the conversation. Instead, review recent grades or classwork at home with your child and prepare to discuss specific areas of weakness on recent tasks. This allows the teacher to focus in on specific areas of need and strategies for growth.

➢ Consider asking questions that span beyond academic success. Ask about participation, where your students sit in the classroom, if they are socializing or pairing up during partner or group work, how frequently they ask questions or come in for extra help during lunch, if they arrive to class on time and with necessary materials? Beyond the academic picture, answers to these questions provide parents with an overall view of their child as a learner.

➢ Be ready to listen to constructive feedback about your child’s behavior. Often times, the child you see at home is a slightly (or sometimes vastly) different person from the student, athlete, peer or  persona that your child displays at school. Teachers are good at navigating precarious conversations about behavior, but they also aim to provide genuine feedback. Therefore, some information may be surprising or difficult to hear, but know that they will follow up their concerns with helpful strategies and new approaches to remedy any issues.

➢ Feel free to take notes. These meetings involve a lot of feedback from several different teachers, especially when your child is at the secondary level. It might be difficult to remember the key pointers from each teacher, particularly when your child’s abilities and behaviors vary from subject to subject. Therefore, a quick jot of each teacher’s talking points will ensure that you can refer back to these observations and suggestions when discussing with children at home.

For the teachers:
➢ Aside from current grade sheets, compile a few work samples with your feedback or comments included. Photo copy these samples so that parents have the option to take them home for further discussion with their child. If possible, provide a range of the student’s written responses or essays and include the rubric so that parents have an idea of what the task entailed and where their child may need help.

➢ Lead with positive comments so that the conversation is balanced. It is difficult for parents to hear criticism of their child; they may become overwhelmed or even defensive during a tough conversation. Talk about the student’s unique strengths first if you know that you will need to venture into a more critical conversation regarding his or her struggles.

➢ Prepare to offer strategies and resources that students can use outside of school to improve their areas of need. There are many online resources and apps that can help students with everything from spelling and typing to geometry and study skills—the problem is, parents often need guidance when finding age-appropriate and ability-specific resources that also align with the Common Core State Standards. A quick reference guide will help ease the stress of finding additional supports to use at home.

➢ Ask about the student’s interests, extracurricular activities, weekend obligations, and study habits. Answers to these questions can provide helpful insight into the student’s after-school schedule and ability to juggle social, academic, and home obligations. This also opens the door to discuss time management skills and how to ensure that academics remain a priority.

Tolerance Through Art

Teaching Tolerance in Elementary Classrooms

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As educators, we know that there are many, many things that are beyond our control. In fact, some days it seems like outside variables are constantly working against our goals for our students. With home lives, belief systems, opinions, and habits already formed, our young learners enter our classrooms with some knowledge and prejudices that they may not even know that they have acquired. Simply put, what occurs at home or outside of the happy school bubble may not align with the tolerance that we hope to instill in our students. Below are a few activities to reinforce tolerance in the elementary classroom and reintroduce positive mindsets around what it means to be different.

 

Ask students to pick their favorite color and draw a picture using just that single color. The following day, ask students to draw the same picture using as many colors as they can. On the third day, place drawings side by side and ask students to reflect on their art. Prompt discussion by asking questions like:

  • Which drawings depict or show more variety?
  • Which drawings are more interesting or lively?
  • Which drawings reflect real life more accurately?
  • Which drawings attract the eye or incur more fascination?

 

As students discuss, introduce them to the idea that art imitates life. By this you mean that, just as our drawings are more vibrant and interesting when they are full of different colors and variations, our world becomes more beautiful when we appreciate the differences around and between us.

 

Encourage students to explore literature that includes a main character with drastically different life experiences from their own. As students explore texts offering new perspectives on the world, utilize a Venn diagram for a compare and contrast activity. Students will put themselves and the novel’s main character into the Venn diagram, which will reveal how similar they might be, despite their differences. In looking closely at the character’s struggles, worries, fears, and overall experiences alongside their own, students begin to empathize with a character that they originally saw as “other” or “different.”

 

Design challenging, collaborative learning experiences that essentially force students to lean on each other and cooperate in order to achieve success. One example might be a spelling, times tables, or other skills relay race, in which each member of the team must successfully participate to move the entire team forward. Quizlet Live allows teachers to create review games using a collaborative online platform. The site groups students randomly and asks individual questions to various members of each team. Progress is projected on the Smartboard in real-time and creates an intense form of comradery as teams digitally “race” to the finish. Activities like relays or digital relays build community among even the most reluctant students and teach tolerance along the way.

 

Highlight famous people and historical figures that experienced adversity, unique obstacles, and unconventional upbringings to show students that self-love and self-acceptance are key forms of tolerance as well. Elementary schoolers will be surprised to learn that some of the world’s most celebrated artists, athletes, leaders, and thinkers came from what we would consider to be strange or unusual backgrounds. By highlighting their successes, children begin to view differences as assets, as opposed to deficits.

It is never too young to learn that loving others has to begin with ourselves first. Once we accept our own distinctiveness and individualities, we begin to seek differences in others to achieve personal growth.