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Respect and belonging

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culturally responsive, equitable, universal design for learning (UDL), active, student voices, reflections, assessments -Alf

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Offer multiple ways to respond and engage (e.g., writing, speaking, sharing out, etc.)

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respectful, supportive, welcoming, safe, collaborative, diverse, empowering, open-mindedness, growth -Alf

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respectful, supportive, welcoming, safe, collaborative, diverse, empowering, open-mindedness, growth -Alf

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Clear communication

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Normalizing Help Seeking Behavior - Mike

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clear statements of your commitment to antiracism

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dialogic teaching (making student feedback a regular practice)

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dialogic teaching (making student feedback a regular practice)

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Validating their responses, especially when they themselves are unsure or not confident.

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Try to learn students names and use it in addressing them

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Connect learning with prior knowledge and life experiences to use an asset-based lens (everyone comes with strengths already!)

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flexible assessment dates and/or policies

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flexible assessment dates and/or policies

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student centered

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for students with disabilities, for students experiencing trauma (housing insecurity, poverty, etc.)

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acknowledges positionalities of instructors/learners

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develop community agreements

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adapt teaching style based on your audience/class.

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adapt teaching style based on your audience/class.

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Doing a true colors activity - Mike

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Solicit feedback on what's working and what's not working

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Student agency

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Multiple means/modalities for representing learning

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make explicit connections to experiences outside the classroom

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make explicit connections to experiences outside the classroom

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create a welcoming environment for everyone

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create a welcoming environment for everyone

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Interactive/active learning in class sessions

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Interactive/active learning in class sessions

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-Jessie

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Ensuring presentations and lectures are representative of those in the classroom.

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Making a community agreement with the class - Mike

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Diversifying content, critiquing content

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providing the same information in different formats

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providing the same information in different formats

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Leave a day or two open for student topics

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Provide choices

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centering student interests, needs, goals

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centering student interests, needs, goals

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Learning Names - Mike

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Encouraging them to embrace mistakes & have a growth mindset

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Encouraging them to embrace mistakes & have a growth mindset

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-Jessie

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Doesn't make assumptions about previous knowledge

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Doesn't make assumptions about previous knowledge