# data[].attributes.body
Grades 8-12.

This article dives deep into many methods and strategies teachers can use to eliminate student bias. One idea that stood out was framing. Putting the students' thoughts and minds into the minds of others to see different perspectives.

Source:
Bowman, K. (2020). Strategies for Counter Unconscious Bias in the Classroom. NAFSA.

# data[].attributes.attachment_link.readable_text
In June, a mathematics professor from a California community college unwittingly made national headlines after sending an email to a Vietnamese student asking her to "Anglicize" her legal name. He told her that the pronunciation of her given name sounded offensive, like "an insult in English." She refused, telling the professor that his request was discriminatory, but he repeated the request. Once administrators learned of the incident, Laney College put the professor on administrative leave.

While this example may be extreme, it illustrates one way that unconscious bias seeps into university classrooms, creating an uncomfortable environment for international students who already face a host of challenges when adapting to a new culture and an unfamiliar academic system.

Such expectations of conformity and attempts to suppress or alter cultural identity may interfere with international students' sense of belonging on campus, explains Christina Yao, PhD, assistant professor and coordinator of the Higher Education and Student Affairs Program at the University of South Carolina.

"The potential implications [of situations like this] could be feelings of alienation, or feelings of being [viewed as the] 'other,'" Yao says.

Recognizing Unconscious Bias

Unconscious, or implicit, biases are the attitudes, preferences, and assumptions that any person holds toward another individual or group of people. These beliefs-centered around a wide range of characteristics, from race, ethnicity, and gender to religion, speaking accent, physical appearance, and physical abilities-are formed from birth, outside of a person's awareness. However, they play a role in perceptions of and interactions with others.

Issues and perceptions around racism and unconscious bias affect international students studying in the United States, as well as those studying in other parts of the world-including U.S. students studying abroad. In the classroom, these biases can manifest in a number of ways:

A professor calling on certain students most frequently-for example, research shows a tendency by teachers at all levels to call primarily on white, male students

The readings and multimedia materials chosen for any given lesson not representing or reflecting the diversity of the classroom

A presumption that international students have expertise or an interest in issues related to their race, ethnicity, or home country

A tendency to equate lower proficiency in spoken English with poor writing skills

Initiating a discussion on a hot topic, such as racism in the United States, without realizing that international students in the classroom may not understand the historical and cultural circumstances linked to the issue

Faculty members are not the only ones who hold biases; students do as well. Yao points to research showing that non-native English speakers tend to be marginalized when it comes to group work, possibly because they struggle to comprehend or speak in an unfamiliar language or may not grasp the norms of peer collaboration.

Unconscious biases can hinder student recruitment, engagement, and success. In professional settings, it may stifle innovation or hinder efforts to diversify the leadership pipeline.

"If we're really trying to use education as a force for positive change, then we have to be constantly shifting and challenging ourselves to see the things we do that exclude or marginalize or devalue others," says David Wick, EdD, assistant professor with the MA program in international educational management at Middlebury Institute of International Studies at Monterey. "The only way to do that is to begin dismantling our implicit biases."

Here are a few tips for identifying, acknowledging, and actively working to counter unconscious bias in the classroom.

1. Get real-and embrace discomfort.

Addressing unconscious bias starts with awareness and acknowledgment, says Holly Carter, PhD, associate professor of sociology and interim principal of Harlaxton College, which is part of the University of Evansville.

"First and foremost, we must be aware that these biases exist, [everyone has them], and they don't make you a bad person," she says. "Secondly, [we all] have to be willing to acknowledge the fact that they can have some interplay in our life. And then I think we have to be open to experienc[ing] things that will change that socialization."

By the nature of their profession, international educators likely are interested in learning about different cultures and people. They should take time to reflect on how personal belief systems develop and how a person's worldview impacts their interactions with people and places that are different.

"If we're really trying to use education as a force for positive change, then we have to be constantly shifting and challenging ourselves to see the things we do that exclude or marginalize or devalue others." -David Wick

Malaika Serrano, MA, vice president for diversity and inclusion at WorldStrides, has worked with students to boost self-awareness through a process of naming their "privileged" identities-characteristics that give a person an advantage over others-and "targeted" identities-those that can hold someone back. The exercise sparks open conversation about biases and strategies for change. "We just take a deep breath and then lean into the discomfort," Serrano says.

2. "Spend time with people who are not like yourself."

A longtime volunteer with Habitat for Humanity, Carter quotes fellow Habitat supporter President Jimmy Carter as frequently saying, "The most important thing you can do in this world is to spend time with people who are not like yourself." An openness to hearing other people's stories can foster a deeper understanding of the vast range of human experiences.

At the University of Evansville, the weekly I-House series gives students from different regions of the world an opportunity to share with the campus community about their customs, beliefs, and culture.

"Sometimes we dance, and sometimes we eat, but these opportunities have been valuable in helping us to understand people in a different way," Carter says.

Following months of highly publicized acts of violence against Black Americans, Serrano led "Listening Circles" for employees at WorldStrides to discuss the personal and community impact of this violence. Serrano facilitated respectful conversations around questions such as the following:

What is your understanding of recent events that have transpired?

How has this made you feel?

What is one thing you would like to learn about someone from another community?

3. Apply intercultural communication techniques.

Globalization is a force that has led to more frequent and powerful intercultural interactions, and navigating those interpersonal relationships is more complex than ever. With one of her colleagues, Kathryn Sorrells, PhD, communication studies professor at California State University-Northridge, developed the Intercultural Praxis as a guide for "critical, reflective thinking and acting" in the context of global engagement. The process involves several steps:

1. Inquiry: Ask questions to understand more deeply another person's beliefs, or ask ourselves how we learned to think a certain way. "Fundamentally, our assumptions come from unasked questions," Sorrells explains.

2. Framing: Look at issues from different perspectives. "We develop certain ways of seeing the world based on our cultural frames [gender, race, etc.]," Sorrells says. "[Become] aware of your cultural frames and then [learn] through practice how to expand those."

3. Positioning: Consider the access to power in any given situation, based on materialistic and/or symbolic circumstances.

4. Dialogue: Engage in conversation to build bridges of understanding, tolerance, and acceptance.

5. Reflection: Create a better understanding of ourselves and how we relate to others, as well as the willingness to change our perspectives and actions.

6. Action: Use what we learn about ourselves as motivation for doing our part to make the world more peaceful and just.

"We've used the model as a way to understand that people bring very different perspectives and frames and they're positioned differently," says Sorrells, "but how can we benefit from our differences?"

Be the Change

Even taking the smallest steps toward countering unconscious bias can make a big difference. Educators should learn to pronounce international students' given names, for example, and ask for their help when needed.

Wick uses a technique called Pair Share to expand equity in the classroom. The method enables each student to reflect on class topics with a partner, then each group shares their insights with the entire classroom.

"[It can be difficult] to get educators to become conscious enough to ask these kinds of questions and start challenging themselves. ... By asking the questions and putting it into a public forum, I model that I'm continuing to push myself and asking for that kind of feedback in front of other people." -Tasha Willis

"One of the benefits of this teaching technique is that it can change which voices are heard," Wick says. "The pair conversation makes it more likely that every person in the room has a chance to express their ideas."

Technology also can be used to expand equity, Wick says. For example, students can contribute ideas through platforms such as a Doodle poll or a Google Form, reducing the risk of feeling like their ideas are wrong or unpopular.

And though it is not always comfortable, international educators should be honest about their own unconscious biases-for their benefit and that of their students.

"[It can be difficult] to get educators to become conscious enough to ask these kinds of questions and start challenging themselves," says Tasha Willis, EdD, associate professor in the School of Social Work and faculty director for internationalization at California State University-Los Angeles.

"By asking the questions and putting it into a public forum, I model that I'm continuing to push myself and asking for that kind of feedback in front of other people," she says. "That helps humanize me to other people around me-faculty, staff, and students-and lets them know that this is just part of being human, and that we have all inherited the world as it is." *

# data[].attributes.attachment_link.title
Strategies for Countering Unconscious Bias in the Classroom

# data[].attributes.attachment_link.description
NAFSA: Association of International Educators is the world's largest nonprofit association dedicated to international education and exchange.

# data[].attributes.headline
American Dream Debate: Socio-Economic Differences 

# data[].attributes.subject
American Dream Debate: Socio-Economic Differences 

# data[].attributes.body
Grades 10-12.

This article provides three powerful strategies to help eliminate bias for socio-economic status within the classroom. One of which is a debate on whether or not the American dream is still alive. These lessons require higher order thinking strategies and forces students to listen to each other's opinions and ideas.

Source:
Williams, W. (2022). American Dream Debate. American Phycological Association.

# data[].attributes.attachment_link.readable_text
Inclusion of Socioeconomic Status in Psychology Curricula

These exercises have been contributed by colleagues in response to requests for exercises designed to raise the awareness of psychology students about social class and socioeconomic issues in six categories: attitudes; discrimination; income; oppression; privilege; properties and resources.

In some cases, the descriptions have been condensed from what was originally received or have been modified to make them more specific to socioeconomic status (SES). Names of contributors for each exercise are noted in parentheses; their cooperation in this project is acknowledged with thanks.

Discrimination

Oppression

Property

# data[].attributes.attachment_link.title
Classroom Exercises: Inclusion of Socioeconomic Status in Psychology Curricula

# data[].attributes.attachment_link.description
Exercises designed to raise the awareness of psychology students about social class and socioeconomic issues.

# data[].attributes.headline
Diverse Childrens Books: Racial Inclusion 

# data[].attributes.subject
Diverse Childrens Books: Racial Inclusion 

# data[].attributes.body
Grades k-3

Using racially inclusive books within the classroom helps create an opening environment to all different races and cultures. It gives students a chance to learn about different cultures at a very young age.

Source:
Here We Read. (2020). The 2020 Ultimate List of Diverse Childrens Books.

# data[].attributes.attachment_link.provider_name
Here Wee Read | Contemporary Living for Book Loving Families

# data[].attributes.attachment_link.title
The 2020 Ultimate List of Diverse Children’s Books | Here Wee Read

# data[].attributes.attachment_link.description
What books are you and your kids looking forward to reading in 2020? We’re entering this new decade with another epic list of diverse reads to share with you. Ready? Most of the books listed here are recommended either for infants, toddlers, preschoolers, and early elementary readers since my childr…

# data[].attributes.body
Grades 6-12.

This article is loaded with lesson ideas from role playing to open discussions that create a safe environment for students to learn about each other and understand there can be religious differences.

Source:
Education World. (1996). Lesson Planning Ideas: The World's Religions.

# data[].attributes.attachment_link.readable_text
Looking to liven up grade 6-12 social studies instruction or add a multicultural element to your class? Want to celebrate diversity by discussing holidays around the world, and not just in December?

Expand students' world views by helping them understand religions with which they might be less familiar. Offering kids a global take on religion lets them appreciate the perspectives of the many faith groups within, and outside of, the United States. In this way, kids develop the diversity skills they will need to succeed in the 21st century.

Click on the names of the religions in the table below to access mini-articles that provide more information on the religion, as well as the corresponding holiday that falls within a particular month. Faiths in the table include: Christianity, Islam, Judaism, Hinduism, Sikhism, Buddhism, Taoism, Shintoism and Baha'i.

The mini-articles offer a basic rundown of beliefs and practices, information about two holidays observed in the faith, and links to enrichment resources such as photographic images and relevant phrases in various languages.

Inside a mosque (Islamic house of worship)
in Damascus, Syria

Each month of the school year, try opening discussion on one or more religious observances that might be new to your students. The selection of faiths here is certainly not exhaustive; you will want to encourage students to identify and explore additional religious traditions not on the list.

Below the table, you'll find (1) general tips for discussing diverse religions in the classroom, (2) introductory information for students, and (3) discussion points and activities you can use to cover each religion.

NOTE: The indicated timing is approximate for many of the holidays. Many observances are timed to lunar cycles that change from year to year. In addition, some observances begin in the month indicated but carry over to a subsequent month. If you prefer to teach about a holiday on its actual start date, you will need to research the specific date on a year-to-year basis.

Discussing Diverse Religions in the Classroom

Religion can be a complex and even contentious issue and therefore needs to be approached carefully in the classroom. The good news is that clear guidelines offer appropriate practices for public-school educators.

The Teaching About Religion site offers a helpful list of "do's and don'ts" as well as concrete examples of what appropriate classroom instruction on world religions looks like. In general, educators will want to present a secular discussion that neither endorses nor denigrates any one religion. They will also want to make sure that the experience is comfortable for students of any faith, as well as those who do not have a religious affiliation.

As such, teachers will want to make sure they avoid:

Role-playing any sort of practice that can be considered a worship activity (i.e., holidays should be discussed rather than "celebrated").

Requiring or pressuring students to disclose or discuss their own religious beliefs (this includes singling out students who may represent a particular faith).

Allowing student discussion to go in the direction of proselytizing or judging peers.

Stereotyping adherents of various faiths or ignoring the diversity present within every faith.

Likewise, any outside speaker the educator may engage should be comfortable abiding by these guidelines.

Introductory Information for Students

What is a religion?

Begin by asking students to define the term "religion." Record students' responses on chart paper, or have them share their ideas verbally with the class. Alternately or additionally, you may wish to have students record their answers in a personal journal.

Compare their ideas to sociologist Emil Durkheim's classical definition:

"[Religion is] a unified system of beliefs and practices relative to sacred things, that is to say, things set apart and forbidden--beliefs and practices which unite into one single moral community."

The United Religions Initiative also offers a thorough definition of religion that's geared toward younger students.

Remember that students may tend to provide definitions that reflect the scope of their personal beliefs. Through discussion, ensure that you arrive at a definition that's inclusive enough to cover monotheistic, polytheistic and nontheistic religions.

If students have written their initial definition as a journal entry, after teaching about world religions, have them go back and determine whether they want to revise or expand their definitions.

What do we know about world religions?

Introduce the names of nine world religions: Christianity, Islam, Judaism, Hinduism, Sikhism, Buddhism, Taoism, Shintoism and Baha'i.

Ask students: Are any of these familiar? Have students use a journal or KWL chart to indicate what they know about these religions.

Try administering a pre-quiz to assess prior knowledge. One quiz might involve putting the nine faiths in order of their number of adherents worldwide. The correct answer, as indicated on adherents.com, is:

1. Christianity: 2.1 billion

2. Islam: 1.5 billion

3. Hinduism: 900 million

4. Chinese traditional religion (includes Taoism): 394 million

5. Buddhism: 376 million

6. Sikhism: 23 million

7. Judaism: 14 million

8. Baha'i: 7 million

9. Shintoism: 4 million

Another quiz might involve matching a key concept or term with its corresponding religion. Here's an example (the term is followed by the answer in parentheses):

Torah (Judaism)

Muhammad (Islam)

Crucifixion (Christianity)

Kami (Shintoism)

Diwali (Hinduism)

Karma (Buddhism)

Amrit (Sikhism)

Chi (Taoism)

Naw-Ruz (Baha'i)

Define the terms monotheism, polytheism and nontheism. Students should remember these terms, as they will be used later to describe various faiths.

Have students identify particular faiths that are least familiar to them. What do they want to learn about them? Ask them to record answers in their journals or in the 'W" column of a KWL chart.

Discussion Points and Activities

Before you begin, remind students of any "ground rules" that will apply to discussions. Assure them that no one will have to share personal information or beliefs, and that discussion should explore each faith without positive or negative judgment.

Start by giving an overview of the distribution of religions worldwide. The site adherents.com rank-orders faiths in terms of the number of worldwide adherents for each. To put things in visual perspective, you may wish to present this screenshot of the site's world-religions pie chart:

How does the above global distribution of religions compare to that within the United States? To answer that question, try sharing the following screenshot from cia.gov:

Ask students: Do these pie charts show what you would have predicted? What was surprising? What was something new that you learned? How does the U.S. differ from the rest of the world? How is it similar?

Students may notice that Christianity is the largest faith both in the United States (79%) and worldwide (33%). And while the U.S. is more diverse than most countries in terms of the number of faiths it represents, in America the non-Christian faiths are present in much smaller percentages than they are elsewhere around the globe. For example, less than 1% of Americans are Muslims, compared to 21% worldwide. For more in-depth information on religions in America, see this Pew Forum report.

Next, present the information on each religion using the nine mini articles (links to these articles also appear in the "Religious Observances" table above):

For each religion, cover the following:

Origins of the faith (When was it founded? Was there an identifiable founder?) Find detailed information about the founding of various religions here.

Whether it is monotheistic, polytheistic or nontheistic

Where in the world most of the faith's adherents are located (the mini-articles have limited information on this; in addition, CIA.gov provides a breakdown by country, and Encyclopedia Britannica provides a breakdown by continent)

Major beliefs or emphases

Variations among followers of each religion (information on subgroups of each religion can be found here). You'll want to make the point that we need to be careful not to stereotype members of faith groups; religion is a public as well as a private affair.

Scriptures or holy texts/books

Key figures or individuals

Major values or rules for human behavior

Key holidays/holy days/religious observances

What is unique about the religion (relative to others in the list of nine)

What is similar about the religion (relative to others in the list of nine)

Ask students to take notes and use graphic organizers such as Venn diagrams or fact tables (see Example 1 and Example 2) to help them process the information.

To extend the lesson, try one of the following:

1. Invite a class speaker who is a member of a faith that may be less familiar to students. Have students prepare questions for the speaker ahead of time. If an in-person visit is not possible, use online tools such as Chatzy.com, Skype or Google+ Hangouts to hold a virtual meeting.

2. Individually or in groups, have students conduct further research and document their learning with a Web tool such as Diigo.com, a cloud-based platform that allows for collaborative research, highlighting/annotation, saving of images and more.

Wrap-Up/Assessment Options

Ask students to go back to their journals or class chart paper to determine whether their definition of religion needs revision. Reflect upon what changed in terms of students' conceptions of religion.

Have kids fill in the 'L" (what I learned) column of a KWL chart or make a concluding journal entry that reflects knowledge gained about world religions.

Administer a post-quiz that involves (1) rank-ordering religions by number of worldwide adherents or (2) matching concepts with the corresponding religion. (See Introductory Information for Students section above for quiz answers.)

Ask students to create world-religion trivia quizzes and administer them to each other, or facilitate a "Jeopardy!"-style class competition.

Invite each student to share a new word, new practice/belief or new holiday/religious observance with which s/he was previously unfamiliar. What was the most interesting or surprising thing learned?

Have students plan to share additional information about one of the 18 covered holidays (or additional ones of their choice) at an appropriate future time during the school year. Consult the BBC's interfaith calendar for ideas. Students should select holidays with which they are not currently familiar. Suggestions for student sharing include: a PowerPoint presentation, poster, photo essay, paper scrapbook, set of online bookmarks, or transcript of an interview with a faith leader or person of a particular faith that is different from one's own.

Challenge students to practice delivering two- to three-minute "nutshell reports" (brief explanations of each religion for an audience that knows nothing about the faith).

Article by Celine Provini, EducationWorld Editor
Education World®
Copyright © 2013 Education World

# data[].attributes.attachment_link.title
Lesson Ideas: The World's Religions | Education World

# data[].attributes.attachment_link.description
Looking to liven up grade 6-12 social studies instruction or add a multicultural element to your class? Want to celebrate diversity by discussing holidays around the world, and not just in December? Expand students' world views by helping them understand religions with which they might be less familiar.

# data[].attributes.headline
Making PE Inclusive-Anti Bullying: Students with Disabilities 

# data[].attributes.subject
Making PE Inclusive-Anti Bullying: Students with Disabilities 

# data[].attributes.body
Grades k-12.

This article is lays out strategies for classes with students with disabilities, less athletically inclined, or that have social issues. Student choice in PE is popular in classes with SWD to create a more inclusive environment.

Source:

The Guardian. (2015). How to Make PE More Inclusive: Top Tips for Teachers.

# data[].attributes.attachment_link.readable_text
Not every student has fond memories of their physical education (PE) lessons. Whether it's kit complaints or not being able to do your favourite sport, a variety of things can deter students from games.

But the benefits team sport and exercise are vast; they develop key skills such as communication, are vital for tackling obesity and inactivity, and improve mental wellbeing.

So how can we make sure all students feel PE is for them? We ran a live chat on the topic recently. Plenty of teachers and experts shared their advice - here's a roundup of their ideas:

Choice is vital

There is still a big demand for traditional sports such as rugby and football in school. However, introducing new sports such as gaelic football and handball has been highly popular with students. This starts with the curriculum at key stage 3 and then needs to build into later years. It is our aim as a department that there is something for everyone; it is vital to find the spark or passion for a particular area.

A mixture of traditional, non-traditional and non-competitive activities is key to developing a successful PE programme, and engaging all students. Equally, student voice has an important role to play. At Channing, we have asked students what sports and activities they would like to take part in both in PE lessons and extra-curricular sessions. We now have a wide variety of activities from volleyball to cheerleading.

Encourage a positive school culture

We have tried to encourage a culture of challenge and achievement in our department. Every student's first steps in the sports hall are a step forward, not backwards. It could be very easy to suggest that students with a physical disability are "held back" in PE or that pupils with autistic spectrum disorder are hard to engage in team sports due to poor communication skills. It might be seen as hard to adapt activities for specific pupils but this is what inspires us, and what makes us try harder.

Get students involved in designing the subject

Students are the key to the curriculum. A major area for feedback is student voice, which can take the form of a student sports council or committee. At the end of the year [in my school] a selection of students across all key stages meet with the head of PE, staff members and the senior leadership team to give their views on our PE curriculum.

Ideas are gathered through making mind maps or answering questionnaires. We have a special buffet lunch for the students which adds to the importance of the session. The students give excellent insight into popular and less popular activities, and come up with great ideas for future sports or adaptations to the curriculum.

Be proactive

My school has been really proactive - we have introduced something called "fitness Fridays" where all staff come in in sports kit on the last Friday of every month and we have pink fitness Friday T-shirts, as well as water bottles that students have too. Before school the headteacher holds a running club for staff and students, from 8am until registration. We have aerobics classes through the day and all PE lessons are involved in fitness sessions which are both practical and with a theme. The This Girl Can campaign (#thisgirlcan) has been one of our big themes.

Get parents involved too

A couple of examples [of getting parents engaged] that spring to mind include adolescent girls who organised and ran a race for life event on the school site and invited their mums, sisters, aunties etc. They used the opportunity to celebrate the fun and friendships associated with being active.

A school sport partnership also trained year 5 pupils in healthy and active lifestyles over one term. At the end the children wrote a letter to their parents saying why it was important for them to be active and do sport. The parents were then invited into school to sign their children and themselves up to a range of after-school activities.

Challenge bullies

Young lesbian gay bisexual and transgender (LGBT) people have told us that they find PE a particular focus of homophobic and transphobic bullying. On a very basic level, work undertaken to challenge homophobic and transphobic language and behaviour in school sport would make for a more inclusive environment.

The PE and school sports series is funded by the Youth Sport Trust. All content is editorially independent except for pieces labelled "brought to you by". Find out more here.

# data[].attributes.attachment_link.title
How to make PE more inclusive: top tips for teachers

# data[].attributes.attachment_link.description
Not every student has fond memories of their physical education (PE) lessons. Whether it's kit complaints or not being able to do your favourite sport, a variety of things can deter students from games. But the benefits team sport and exercise are vast; they develop key skills such as communication, are vital for tackling obesity and inactivity, and improve mental wellbeing.

# data[].attributes.body
Cooperative learning PE strategies can be used for grades k-12.

This article gives strategies to help students work together and learn from their teammates to work toward a common goal. Like sports, these strategies bring people of all different backgrounds together to meet a team goal.

Source:
Study.com. (2022). Physical Education Teaching Strategies & Styles.

# data[].attributes.body
Grades 5-12.

This article offers different ways to question students, get them engaged in the lesson, and learn from each other. These strategies can work in any subject and are important for creating an inclusive environment.

Source:
Cox, J. (2019). Teaching Strategies to Promote Student Equity and Engagement. ThoughtCo.

# data[].attributes.attachment_link.readable_text
Designing a classroom learning environment where all students are being attended to (even the ones who may not seem to be engaged) may seem like an impossible task when you are in a classroom of twenty elementary students. Luckily, there are a host of teaching strategies that foster this type of learning environment. Sometimes these strategies are referred to as "equitable teaching strategies" or teaching so that all students are given an "equal" opportunity to learn and thrive. This is where teachers teach to all students, not just the ones that seem to be engaged in the lesson.​

Often times, teachers think they have designed this wonderful lesson where all students will be willfully engaged and motivated to participate, however, in actuality, there may only be a few students who are engaged in the lesson. When this happens, teachers must strive to structure their students' learning environment by providing a place that maximizes fairness and allows all students to equally participate and feel welcomed in their classroom community.

Here are a few specific teaching strategies that elementary teachers can use to promote student engagement and foster classroom equity.

The Whip Around Strategy

The Whip Around strategy is simple, the teacher poses a question to his/her students and gives every student the opportunity to have a voice and answer the question. The whip technique serves as an important part of the learning process because it shows all students that their opinion is valued and should be heard.

The mechanics of the whip are simple, each student gets about 30 seconds to respond to the question and there is no right or wrong answer. The teacher "whips" around the classroom and gives each student the chance to voice their thoughts on the given topic. During the whip, students are encouraged to use their own words to describe their opinion on the set topic. Often times students may share the same opinion as their classmates but when put into their own words, may find out their ideas are actually a little different than they first thought.

Whips are a useful classroom tool because all students have an equal opportunity to share their thoughts while actively being engaged in the lesson.

Small Group Work

Many teachers have found integrating small group work to be an effective way for students to equally share their thoughts while staying engaged in the lesson. When educators structure opportunities that require students to work together with their peers, they are giving their students the best possible chance for an equal learning environment. When students are placed in a small group of 5 or fewer individuals, they have the potential to bring their expertise and thoughts to the table in a low-key atmosphere.

Many educators have found the Jigsaw technique to be an effective teaching strategy when working in small groups. This strategy allows students to support one another in order to complete their task. This small group interaction allows all students to collaborate and feel included.

Varied Approaches

As we all know now after must research, all children do not learn the same or in the same way. This means that in order to reach all children, teachers must use a variety of approaches and techniques. The best way to teach equitably to a large number of students is to use multiple strategies. This means that the old singular teaching approach is out the door and you must use a variety of materials and strategies if you want to meet all learners needs.

The easiest way to do this is to differentiate learning. This means taking the information that you know about the way each individual student learns and using that information to provide students with the best possible lesson. Studies have shown that using different strategies and techniques to reach different learners is the best possible way that teachers can cultivate a classroom of equity and engagement.

Effective Questioning

Questioning has been found to be an effective strategy to promote equity and make sure all students are actively being engaged. Using open-ended questions is an inviting way to reach all learners. While open-ended questions require some time to develop on the teachers part, it is well worth it in the long run when teachers see all students actively and equally being able to participate in classroom discussions.

An effective approach when using this strategy is to give students time to think about their answer as well as to sit and listen to them without any interruptions. If you find that students have a weak answer, then pose a follow-up question and continue to question students until you are sure they have understood the concept.

Random Calling

When a teacher poses a question for his/her students to answer, and the same children constantly raise their hands, how are all students supposed to have an equal chance at learning? If the teacher establishes a classroom environment in a non-threatening way where students can be chosen to answer a question at any time, then the teacher has created a classroom of equality. The key to the success of this strategy is to make sure that students do not feel pressure or threatened to answer in any way, shape or form.

One way that effective teachers use this strategy is to use craft sticks to call upon random students. The best way to do this is to write down each students' name on a stick and place them all into a clear cup. When you want to ask a question you simply pick out 2-3 names and ask those students to share. The reason you choose more than one student is to minimize the suspicion that the only reason the student is being called upon is that they were misbehaving or not paying attention in class. When you have to call upon more than one student it will ease all students anxiety level.

Cooperative Learning

Cooperative learning strategies are perhaps one of the simplest ways teachers can effectively keep their students engaged while promoting equity in the classroom. The reason being is it gives students the opportunity to share their thoughts in a small group format in a non-threatening, non-biased way. Strategies like think-pair-share where students each take a specific role in order to complete a task for their group and round robin where students can equally share their opinion and listen to the opinion of others gives students the perfect opportunity to share their thoughts and listen to the opinions of others.

By integrating these types of cooperative and collaborative group activities into your daily lessons, you are promoting participation in a collaborative versus a competitive way. Students will take notice which will help turn your classroom into one that cultivates equality.

Enforce a Supportive Classroom

One way teachers can cultivate a classroom of equality is to establish a few norms. A simple way to do this is to verbally address the students at the beginning of the school year and let them know what you believe in. For example, you can say "All students are treated with respect" and "When sharing ideas in class you will be treated with respect and will not be judged". When you establish these acceptable behaviors students will understand what is acceptable in your classroom and what is not. By enforcing a supportive classroom where all students feel free to speak their mind without feeling or being judged you will create a classroom where students feel welcomed and respected.

# data[].attributes.attachment_link.title
Smart Teaching Strategies Rooted From Research to Support Instructors

# data[].attributes.attachment_link.description
Designing a classroom learning environment where all students are being attended to (even the ones who may not seem to be engaged) may seem like an impossible task when you are in a classroom of twenty elementary students. Luckily, there are a host of teaching strategies that foster this type of learning environment.

# data[].attributes.body
Grades k-12.

This article suggests small teaching points that can work from young children to adults in the work force. It also breaks down the many aspects of bias to help us understand it better.

Source:

John, A. (August 2021). Creative Blog for Study. The Gathering Baltimore.

# data[].attributes.attachment_link.readable_text
How can you prevent cultural bias in the classroom?

How can you prevent cultural bias in the classroom?

Here are five keys:

1. Become aware of your biases so that you can interrupt them.

2. Study and teach colleagues about implicit bias.

3. Pay attention to gap-closing teachers.

4. Stop tone policing.

5. Tune into implicit bias in your school.

How is bias reduced?

The Law of Attraction is research that supports the idea that everyone has biases, even if they are often implicit. Ways to reduce bias towards something are to identify your biases, pursue empathy, increase diversity, and consciously act.

How does bias affect teaching?

In fact, teachers' hidden biases can often lead to a goal reduction or diminished expectations for students of color and from under resourced communities (McKown & Weinstein, 2007).

How do you address a personal bias?

Three Steps to Address Unconscious Bias

1. Understand that unconscious bias is normal.

2. Identify your biases and their potential impact in the workplace.

3. Broaden your viewpoint and educate others.

What are 2 types of bias?

The different types of unconscious bias: examples, effects and solutions

Unconscious biases, also known as implicit biases, constantly affect our actions.

Affinity Bias.

Attribution Bias.

Attractiveness Bias.

Conformity Bias.

Confirmation Bias.

Name bias.

Gender Bias.

How do you handle bias at work?

Steps to Eliminate Unconscious Bias

1. Learn what unconscious biases are.

2. Assess which biases are most likely to affect you.

3. Figure out where biases are likely to affect your company.

4. Modernize your approach to hiring.

5. Let data inform your decisions.

6. Bring diversity into your hiring decisions.

What are some examples of bias free language?

Avoid making generalizations when talking about gender, ethnicity, race, sexual orientation, or people with disabilities....Gender.

cleaning lady, girl, maid

housecleaner, housekeeper, cleaning person, office cleaner

clergyman

member of the clergy, rabbi, priest, etc.

How can you avoid bias in the workplace?

10 Ways to Reduce Bias in the Workplace

1. Recognize that we're all human beings and that our brains make mistakes.

2. Establish clear criteria in advance of making decisions (hiring, promotion, etc.)

3. Hold decision-makers accountable, including yourself.

How can you avoid biasing information?

Avoiding Bias

1. Use Third Person Point of View.

2. Choose Words Carefully When Making Comparisons.

3. Be Specific When Writing About People.

4. Use People First Language.

5. Use Gender Neutral Phrases.

6. Use Inclusive or Preferred Personal Pronouns.

7. Check for Gender Assumptions.

What bias means?

Bias is a tendency to lean in a certain direction, either in favor of or against a particular thing. To be truly biased means to lack a neutral viewpoint on a particular topic. Truthfully, everyone has biases, preferences and prejudices.

What is bias and its types?

Bias is taken to mean interference in the outcomes of research by predetermined ideas, prejudice or influence in a certain direction. Data can be biased but so can the people who analyse the data. When data is biased, we mean that the sample is not representative of the entire population.

How do you overcome bias and prejudice?

Implicit biases impact behavior, but there are things that you can do to reduce your own bias:

1. Focus on seeing people as individuals.

2. Work on consciously changing your stereotypes.

3. Take time to pause and reflect.

4. Adjust your perspective.

5. Increase your exposure.

6. Practice mindfulness.

Why should bias avoided in research?

Bias causes false conclusions and is potentially misleading. Therefore, it is immoral and unethical to conduct biased research. Every scientist should thus be aware of all potential sources of bias and undertake all possible actions to reduce or minimize the deviation from the truth.

What is bias in the workplace?

Bias at Work It is a bias that happens automatically and is triggered by our brain making quick judgments and assessments of people and situations, influenced by our background, cultural environment, and personal experiences.

What is your own cultural bias?

Cultural bias is the interpretation of situations, actions, or data based on the standards of one's own culture. Cultural biases are grounded in the assumptions one might have due to the culture in which they are raised. Intentional or unintentional ethnic or racial bias. Religious beliefs or understanding.

How can I teach without bias?

These tips will help you make an effort to keep unconscious bias out of your teaching.

1. Be honest with yourself.

2. Show that you care.

3. Treat students their age.

4. Don't judge parents too quickly.

5. Don't tolerate racism from your students.

6. Maintain expectations.

7. Take testing seriously.

8. Treat your problem child as a "star pupil"

What is the Anti Bias approach?

An anti-bias approach calls on teachers to intervene gently but firmly, support the child who is the target of the biased behavior, and help both children learn other ways of interacting. Children's growth on Goal 4 strengthens their growth on the other three goals.

What is explicit bias?

Explicit bias is the traditional conceptualization of bias. With explicit bias, individuals are aware of their prejudices and attitudes toward certain groups. 8 Positive or negative preferences for a particular group are conscious.

# data[].attributes.attachment_link.title
How can you prevent cultural bias in the classroom?

# data[].attributes.attachment_link.description
Here are five keys: Become aware of your biases so that you can interrupt them. Study and teach colleagues about implicit bias. Pay attention to gap-closing teachers. Stop tone policing. Tune into implicit bias in your school. The Law of Attraction is research that supports the idea that everyone has biases, even if they are often implicit.

# data[].attributes.body
For grades 9-12.

I chose this article because it brings to light several ideas and methods to confronting bias in any type of classroom. These strategies also work for all subject areas.

Source:
Confronting Bias, Working Toward Equity. (2022). ADL.

# data[].attributes.attachment_link.description
Interactive anti-bias curriculum designed to help grade 9-12 students explore identity, understand bias and systems of power, and take leadership roles in promoting justice and equity. Lessons are Common-Core aligned.

# data[].attributes.body
For k-12 teachers and students.

This link provides teachers with an entire lesson on anti-Immigrant bias. It answers many questions that teachers have. Teachers can use this information in many ways within their own classroom.

Source:
Re-Imagining Migration. What is Immigrant Bias? (2022). ADL.