Students come to class from many different backgrounds and lived experiences. Effective teachers determine how to create equitable classroom practices so that all learners can progress toward their goals. Equity doesn’t mean that each student gets the same thing, rather equity is about building structures and providing the right resources to support student learning. We’ve outlined five equity practices teachers can use to build classrooms that uplift all learners. Show
Equity vs. Equality in the Classroom: What’s the Difference?Equity is foundational to teaching and learning since every learner is unique in their skills, interests, and readiness to learn. Teaching equity in the classroom begins by knowing each learner. What are the student’s circumstances? How might that impact their ability to focus today? A learner experiencing food insecurity will have very different needs and learning readiness than one who does not wonder how they will get their next meal. As a teacher, your curiosity about students and attention to them are among the most powerful tools you have to inspire a desire to learn. First and foremost, by creating a caring, trusting relationship between you and your students, teachers can build a sense of community in the classroom setting. Second, when you know what students need, you can work with them to find the right resources to guide them as they pursue their goals—which is equity in action. By incorporating equitable classroom practices, your learning environment can become a safe haven for exploring systemic injustices, rather than a place where such issues may be perpetuated inadvertently. The Differences Between Equality and Equity in the ClassroomWhile students are all equal in their rights and agency, what they need to achieve their goals may be quite different due to their interests, capacities, and lived experiences. Equity means making sure learners have the right resources they need to learn, whereas equality means providing the same resources to everyone, regardless of whether the individual student can make use of them. Providing equity in the classroom requires considering each learner’s needs. Some students may require individualized supports to help overcome their own specific barriers to learning, such as socio-economic status, access to resources, systemic racism, or neurodiverse learning styles. Does this mean teachers should have different expectations for students? Not at all. High expectations and a grounding in academic rigor—along with student agency and meaningful, interconnected learning experiences—are essential for student success. But the pathway to that success is shaped by equitable classroom practices. [Learn more about what it means to prepare all learners for college, career, and real-life by checking out the XQ Learner Goals. ]Practices for Promoting Equity and Fairness in the ClassroomEquity Practice 1: Reflect on your identity and beliefs.As a teacher, you are a powerful model for creating equity in the classroom. But your background and beliefs can either reinforce your messages or undercut them. Taking time for self-reflection is an important step to ensure alignment between what you say and how you act. What assumptions might you bring into the classroom? What are the barriers that prevent your class from being more inclusive? Do quiet students have a chance to be heard? Are BIPOC students able to see themselves reflected in the material with which they engage?
From an Interview with Rich Milner, Professor of Education, Vanderbilt University. Equity Practice 2: Create a classroom culture where students can advocate for themselvesStudent agency in learning makes for a richer experience for all students. Students are often an underrepresented group when it comes to decisions about their learning. By ensuring that you seek out their diverse voices, you model that this is an expected part of learning and life. Moreover, you help students develop confidence by advocating for themselves, and build empathy as they discover new experiences that may be different from their own.
From Belonging and its critical impact on student mental health written by Casey Pettit, director of strategic partnerships at Project Wayfinder. Equity Practice 3: Know your students’ needsAs a high school teacher, you may interact with over 100 learners a day, so understanding their specific learning needs may feel overwhelming. Yet it’s vital to understand this to close the achievement gaps for disadvantaged students. Early in the term, you can invite students to share their needs in ways that are private and respectful, such as through conferences, group circles, and digital boards. Individual academic conferences are a powerful structure for supporting students in an equitable way, and also give teachers a prime opportunity to celebrate successes, provide feedback, and review student learning journeys.
From an article on Building caring, trusting relationships in a remote learning world (pt. 1) by Sophie Klimcak, former senior associate at XQ. Equity Practice 4: Leverage technology to diversify teachingA smart use of technology can help you meet learners where they are. Using information from different systems can help you adapt material to meet different reading levels, eliminate distractions, or provide support for neurodiverse learning needs. While technology can be a huge boost for providing greater equity in the classroom, not all students have equal access to technology and information. It’s important to remember that as tech savvy as younger generations tend to be, their digital literacy can vary tremendously depending on geography, economics, and infrastructure. Further, as software and apps become more user-friendly, students might find more complicated programs to be especially frustrating or taxing. To be equitable, consider using social and recipricol models where students can learn by exploring and playing with technology together. Websites like Code.org are becoming a popular resource for allowing students to play with technology in a fun and rigorous way.
From an article on Building caring, trusting relationships in a remote learning world (pt. 1) by Sophie Klimcak, former senior associate at XQ. Equity Practice 5: Take a whole child approach to create a safe space to learnA whole-child approach to learning ensures that your students are seen and heard, and that your classroom is a positive, safe place for them to learn. This involves creating positive relationships with pupils by designing rich learning experiences that allow them to express multiple dimensions of themselves. It’s important to focus on developing asset mindsets: seeing students as having strengths and contributions, rather than deficiencies. Further, providing students opportunities to identify assets in their peers promotes a networks of support to meet learners where they are.
From an article on Building caring, trusting relationships in a remote learning world (pt. 1) by Sophie Klimcak, former senior associate at XQ. What does teaching equity in the classroom look like?Equity in the high school classroom can take many forms, especially for XQ schools. Let their examples show you how to promote equitable practices with your students.
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