The typical student does not exist. All students are different, and yet in many classrooms they are still treated like they are all the same. Students are expected to start at the same starting point at the beginning of term and work their way to the same finishing line. How is that possible, when they are not only not all starting at the same place, nor are they working with the same resources or in the same circumstances? The inequalities, sometimes in the same classroom, can be enormous, and if we do not break down these barriers, then all we do is make them worse. What is needed is equity in the classroom.

Equity can be applied on multiple levels:

1. At the school-level, in the form of philosophies and goals, leadership and a school culture, all of which aim to bring out the best in each student through suitable support.
2. At the interpersonal level, between teachers and students, in the form of equitable engagement towards complicated, individual, emotional and cognitive processes.
3. At the classroom level, in the form of equitable resources, tasks and expectations.

Table of contents:

In part 1 of this article we discussed how to:

1. Challenge yourself
2. Be the equity role model
3. Set adjusted yet challenging expectations for everyone
4. Challenge inappropriate language

In this part, we will suggest ways to:

5. Create the right environment
6. Create multiple resource styles to support different learning styles
7. Use varied teaching materials so nobody is left out
8. Use your students’ input

1.     Create the right environment

Equity in the classroom can be achieved in multiple ways, and they do not all need to be significant changes in order to have an impact. What is necessary though, is a long-term commitment to providing the right environment.

• To start off, make sure everyone knows the classroom rules, and that they are enforced fairly.
• Make sure students know the reason for each of the rules – if possible, turn it into an activity at the start of the year, where they have to come up with equitable rules themselves. This can be expanded via an activity where everyone explains what their strengths and difficulties are in one of the first classes. Showing that we all struggle with something can be a great leveller, and stronger students can then pair up with others who need help.
• Give everyone the chance the answer by adjusting the difficulty and cultural references in a question.
• Acknowledge students who know all the answers, but encourage others to try and send positive signals to anyone that does, regardless of whether a contribution was correct.
• Allow students to answer in different ways, i.e. do not expect everyone to be comfortable to make a statement for the whole class – writing something down for you to see when walking past can be OK too.

2.     Create multiple resource styles to support different learning styles

As much as possible, try to provide ways to accommodate students. Whether via additional teachers, specific teaching technology or adjusting the classroom to provide a more suitable learning environment, there are many ways small ways to make improvements. Again, understanding your students’ needs is key. Do they learn better through videos, games, interactive lessons or any other ways, then try to see how you or the school can provide this.

Additionally, it helps if learning materials are available for review online, so students can learn or review at their own pace and in a comfortable environment. Also, the more varied your resources are, the higher the chances are that students will use them. Use audio-visual material, games, interactive activities and written resources, and try to accommodate some for individuals, some for pairs and some for groups. Learning together encourages understanding others.

Where possible, make adjustments for students with different abilities, so that everyone has access to all resources and areas.

3.     Use varied teaching materials so nobody is left out

Check the materials you use in your classroom. Do the books tell stories that relate to your students’ culture and personal situation? Can they identify with the stories and at the same time learn new skills?

Do the stories promote critical thinking and do they avoid telling storylines that are out of date? If not, you can use old material and encourage students to find out what makes it problematic. Promote open discussions but encourage respectful debates.

4.     Use your students’ input

Finally, allow students to (respectfully) challenge anything in the classroom, if they feel it is unfair. Allow them to advocate their case and make suggestions to improve, and if they are right, adjust where possible, as soon as possible. Every student has a unique point of view, based on their personal experiences, and it is important to include everyone. However, not all students will be vocal, so try to provide multiple ways for them to share their opinions. You can ask quitter students what they think, but even then, they might not feel like sharing. They might prefer writing their answer, anonymously or not, for example via exit tickets or online forms. And make sure to show your students that you take everyone’s opinion into account.

Wrap-up

Providing equity in your school is not a one-time activity. Once you start, you are in it for the long run, but rest assured that the benefits will come. Your class will feel more comfortable, which will make them into better students, and that is always a worthwhile cause.

This is the second part of this article on Equity in the classroom. The first part can be found here.