"Schools are set up to be the equalizers of opportunity." - Pedro Noguera
"Respect for the autonomy and dignity of every person is an ethical imperative and not a favor that we may or may not concede to each other" (Freire, 1998, p. 59).
PERSPECTIVES AND RESOURCES
When considering changing the structure of the traditional classroom in order to promote equity, one must explore various ways to foster real classroom community: “While providing students with opportunities to learn and interact in a humane, respectful, and psychologically safe learning environment, teachers want a safe and supportive community that promotes harmony and interpersonal relations among students and reflects positive verbal interactions” (Manning & Bucher, 2007, p. 266) In order to build a community, the teacher should help individuals find his/her identity and place in the class, promote inclusive and differentiated practices, provide equitable opportunities, and foster an open and safe environment. Making all students feel included helps promote engagement and facilitates equity. Further, differentiated practices to help students on various levels and including persons of diversity within the curriculum foster authentic differentiated classrooms that encourage learning for all students.
Where to start?
Where to start?
- Facilitate student-centered classrooms
- Involve all stakeholders; change at a school/community level, as well
- Promote open learning environments and foster authentic relationships with students
- Engage all students; include diversity within the curriculum
- Use best teaching practices and differentiate instruction
Resource for Equitable Classroom Practice | |
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Foster student-centered classrooms (Fisher, 2009, p. 11)
In order to promote equity, classes must move away from 'traditional' teacher-centered classrooms and move toward empowering students! ▫Teacher questions > Children’s questions ▫Teacher’s agenda > Shared agenda ▫Information > Imaginative ▫Limited focus > Exploratory ▫One directing view > Variation of viewpoint ▫Calculative > Reflective ▫Authoritative > Persuasive ▫Right answers > Possible answers ▫Competitive answer-giving > Cooperative inquiry ▫Content-focused learning > Personalized learning ▫Related to functional outcomes > Related to inner purpose |
Schools must rethink practices (Banks et al., 2005, pp. 233-234)
To build and maintain equitable practices, all stakeholders must be involved to change the culture of the school! ▫Build a socio-cultural consciousness ▫Attend to cultural frames of references and boundary crossing ▫ Include curriculum about and by diverse populations ▫Practice culturally responsive and relevant teaching ▫Engage in reciprocal and interactive forms of practice |
Teachers must promote open learning environments
(Manning & Bucher, 2007, p. 266)
A sense of community within the classroom helps to promote equitable learning!
▫Warm/positive feelings toward students
▫Model positive treatment of others
▫Accept student strengths and weaknesses
▫Convey appreciation of differences
▫Encourage success in behavior
▫Offer constructive criticism
▫Avoid fault and blame
▫Provide hope and optimism
▫Disagree without being argumentative or
blaming others
(Manning & Bucher, 2007, p. 266)
A sense of community within the classroom helps to promote equitable learning!
▫Warm/positive feelings toward students
▫Model positive treatment of others
▫Accept student strengths and weaknesses
▫Convey appreciation of differences
▫Encourage success in behavior
▫Offer constructive criticism
▫Avoid fault and blame
▫Provide hope and optimism
▫Disagree without being argumentative or
blaming others
The Five Rules for Engagement
(Jensen, 2013, p. 22) To encourage engagement with all students, teachers need to critically reflect on their approaches!
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Factors Associated with Educational Success (Echevarria & Vogt, 2011, p. 30)
To provide equitable opportunities for diverse learners, teachers need to...
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