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Allow time for students to get to know one another. Teachers should create time in their schedule for students to make friendships and collaborate with one another. Students who have friends adjust to school better and feel protected.

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Be aware of your own bias in a classroom

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Be aware of your own bias in a classroom

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Be mindful of the patterns in your thinking. When encountering an assumption, question the reasoning behind it to uncover and reevaluate any misconceptions.

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Microaggressions can make people feel unwelcome and uncomfortable, which can have detrimental effects in the classroom. For example, saying things like, "You do not look Jewish," while not outright racist, can be very hurtful for some. Teachers should respond promptly to these types of comments and address them right away to prevent further occurrences in the classroom.

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Be mindful of students' various backgrounds  

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Be mindful of students' various backgrounds  

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It's important to be mindful of students' backgrounds to avoid unnecessary conflict. For example, in some cultures, less eye contact is a sign of respect rather than resistance or lack of respect, which could be misunderstood.

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Weave activities about bias into everyday classroom experiences not just on certain days. 

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Weave activities about bias into everyday classroom experiences not just on certain days. 

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Incorporating diverse books and activities that allow children to share and address bias can have positive effects in the classroom. These activities can engage and build a classroom where students feel valued and included.

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Make sure grading practices are fair, equitable and based on standards.

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Make sure grading practices are fair, equitable and based on standards.

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Provide rubrics for grading prior to completing assignments. This can help teachers and students know what is expected of them.

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Using these three principles can help classrooms be more inclusive. 1. Provide multiple means of engagement for all students. For example, state learning goals clearly and give choice menus to work toward goals. 2. Provide multiple means of representation for all students. For example, using text-to-speech or audiobooks. 3. Provide multiple means of action and expression. For example, letting students choose how they want to show evidence of learning.

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Reference: Bowman, K. D., (2020). Strategies for countering unconscious bias in the classroom. NAFSA.

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Remember to take the time to learn how to pronounce your students' given names and don't hesitate to ask for help when needed.

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Remember to take the time to learn how to pronounce your students' given names and don't hesitate to ask for help when needed.

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Teachers can take small steps to address bias and learn to correctly pronounce student names, encouraging respectful communication.

https://www.nafsa.org/ie-magazine/2020/8/4/strategies-countering-unconscious-bias-classroom

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Reference: Madhusoodanan, J. (2022). Beyond bias.  OpenMind. 

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When a teacher promotes more inclusive friendships, it reduces social constructs and helps students see that these implicit lines can be blurred and embraced.

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Reference: Howe, W. A. & Lisi, P. L. (2024). Becoming a multicultural educator, (4th ed.). Sage.  Chapters 5 and 6

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Avoid portraying people as stereotypes and, instead, give them positive, realistic personalities and behaviors

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Avoid portraying people as stereotypes and, instead, give them positive, realistic personalities and behaviors

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When teachers take the time to learn about current multicultural issues, they are committing to providing inclusion for their students. A classroom that promotes inclusion ensures all students, regardless of their background, feel respected and valued.