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When teacher calls on WG to answer question, 4 other students blurted out the answer. One was BB; the teacher did not respond to blurting in any way.

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2 BBs often caused most classroom disruption

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Low rigor questions and student response

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14 of 21 S's spoke in the class. None of the BGs spoke. All total, there were 8 WG, 7 BB, 3 WBs, and 3 BGs in the class

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BB knew answers but was not called upon

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White girls called upon most

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1 AG and 1 WG were working together, uncertain what to do. WFT walked by several times. After 11 min of observation, WFT said, "Remember what we were doing last week? That could be a clue for what to do next."

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1 multiracial B (MB) and 1 AB were working in a pair for 20 minutes. The MB did not have any materials and said about 2 short sentences. The AB was working on a calculator, looking through worksheet, and writing answers.

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For 5 min of discussion on class topic, only W students were called on by WMT. About 3 minutes into the 5 min discussion, BB asked “What are we doing?”

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1 HG and 1 AB were in a group together. They were playing games while other students worked on a worksheet. WFT knew they were playing games.

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WFT asked 14 questions; all were low-level (DOK 1)

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First 16 min of class WMT led class discussion of local elections. This was not the content topic of the class. More open ended/banter feel. Only boys spoke.

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Lack of wait time when asking a question
--> almost no time to think before calling on a student or giving answer themselves

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3 classes: 20 black students, 13 other races/ethnicities; about even boys and girls

1 black girl asked a question

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W and B S both asked the same question of the teacher and she gave them the same answer

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10 girls out of 30 students, 6 of them are Black, no girls participate during the discussion

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The only students who walked up to the teacher to ask a question were white boys -8 math

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Inconsistent expectations for class participation