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Establishing an Inclusive Classroom Norms 

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Establishing an Inclusive Classroom Norms 

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Setting inclusive classroom norms in an elementary classroom. This strategy is great for any grade level in elementary school. It sets the tone and norms of the classroom by considering all students and their cultures.

Establishing community agreements and classroom norms. (n.d.). Cornell.edu. Retrieved September 21, 2024, from https://teaching.cornell.edu/resource/establishing-community-agreements-and-classroom-norms

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Establishing classroom norms sets the tone of a class, provides clear guidelines on how to behave, decreases instances of incivility, and enables students and lecturers to feel safe expressing their ideas or points of views. Below are just a few techniques instructors have used when establishing and implementing classroom norms in their course.

Reflect on Limits

Decide on what you consider to be acceptable or unacceptable for classroom behavior.

Consider how you and your students may differ in what is considered acceptable or unacceptable.

Think about how you can communicate your expectations and ensure that students understand them.

Communicate Expectations

Share expectations and explain why you hold them. For example, texting might communicate disrespect to you and you may be concerned about class disruptions.

Create space in class for students to discuss in small groups. Discussion prompts may include:

What does a productive learning environment look like?

What conditions are needed in order for students to feel safe participating in class?

What is considered acceptable or unacceptable classroom behavior?

Implement Classroom Norms

Create your own list of classroom norms and present them to the class.

Have students contribute additional items.

Have the class create their own items and decide on the list of norms as a group.

Include these norms in the course syllabus.

Present norms as a contract students must sign.

Have you and your students use norms as a tool throughout the semester. Revisit them periodically to reinforce.

In the event of conflict, use classroom norms to dictate how to address difficult situations.

What can be Included in Classroom Norms

How to communicate.

Ways to disagree.

Behaviors to avoid.

Steps for dealing with conflict.

Consequences for unacceptable action.

Process for giving and receiving feedback.

Sample Classroom or Group Work Norms

The following comes from Stone Norton (2008) cited in Salazar, et.al., 2009, pg. 214.

Everyone has the right to be heard.

Be respectful while still being critical.

No name calling.

One person speaks at a time.

Maintain confidentiality.

Hold yourself and each other to high standards of excellence at all times.

Have the humility to recognize that you do not know everything and that everyone can stand to improve.

Recognize that everyone will start from different bases of knowledge.

The following comes from Woods (2002):

I - to I nform others about your own opinion

G - to have your own personal G oals and needs

H - to H ave feelings and to express them

T - to have T rouble, make mistakes and be forgiven

S - to S elect or choose whether you will meet another's expectations

And

Not to achieve your rights by violating the rights of others.

Some Thoughts on Establishing Ground Rules

"All the literature on classroom management considers setting groups rules essential (Baldwin, 1997-1998; Ballantine & Risacher, 1993; Boice, 1996; Brooks, 1987; Feldmann, 2001; Gonzalez & Lopez, 2001; Nilson, 1981; Sorcinelli, 1994). Most students respond very well to them; they want to know what is expected of them. In addition, ground rules convey that you are in command and no-nonsense. Therefore, announce on the first day, especially in a large class, exactly what disruptive behaviors you will not tolerate in your course-and why. Your most convincing reason-and one that is research-based-is that such behaviors annoy the other students in the class. This conveys your goodwill. (Reiterate this reason when handling a noisy disruption)" (Nilson, 2010, p. 71).

"According to the perceptions of students, fewer violations of the rules occurred when students had the opportunity to develop their rules. Whether these behaviors were actually occurring less frequently, student perception of the classroom environment may have an important impact on the students' classroom experiences. Feeling comfortable in an environment and having a sense of control over their experiences may enhance students' investment in the class. An unexpected observation came from the instructor's department chair during the semester. As part of the department evaluation process, the chair observes the instructor's classes once during each semester. The chair commented later that the second class was noisier with more students talking among themselves during the lecture. Students in the empowered class also had more favorable attitudes toward the instructor. They rated the instructor as more courteous, more willing to answer questions and to hear different points of view, and more encouraging of classroom discussion. These perceptions may have stemmed at least partially from the first day of class when the instructor asked the class to generate its set of rules. The instructor's announcement may have signaled to students that they were going to have a different experience, and students may have altered their perceptions of the instructor throughout the semester" (DiClementi & Handelsman, 2005, p. 20).

References

Woods, D. R. (2002, April). MPS 28 Group Skills. McMaster University.

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Establishing Community Agreements and Classroom Norms

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Establishing classroom norms sets the tone of a class, provides clear guidelines on how to behave, decreases instances of incivility, and enables students and lecturers to feel safe expressing their ideas or points of views. Below are just a few techniques instructors have used when establishing and implementing classroom norms in their course.

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Diverse Books and Resources in the Classroom 

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Diverse Books and Resources in the Classroom 

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Providing diverse books and resources exposes students to diverse people and experiences around them. This strategy is great for any K-5 classroom.

Using diverse books in the classroom. (n.d.). Reading Rockets. Retrieved September 21, 2024, from https://www.readingrockets.org/books-and-authors/diverse-bookshelf/using-diverse-books-classroom

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I know it sounds cliché, but I was in Kansas, I was in Topeka, and it was an all white school, and the teacher said to me, well, we don't get a lot of books about African Americans because we don't have African Americans in our class, in our school.

I thought, are your kids always going to be here? I said, when your kids leave here and they come to New York City, I don't want my child to be the first black person they ever encounter, because that's gonna be way too foreign for them, so why don't we start with the literature.

I think it's important that if your school system is not racially or economically or diverse in terms of gender, that the books still reflect that because the kids need to meet people unlike themselves and find a place in those people and in the story where they are, they share a common ground.

Because it's the beginning of the connection that literature's trying to form, that education is trying to form. We're trying to figure out how to connect with people and work together and make a better world. I mean that's what education is, is about understanding, it's about overcoming ignorance, it's about overcoming intolerance and you now bigotry.

The more people know about other people, the less doubt there will be. I think that we have to constantly publish books that talk about that. There's always going to be a need and I think now we have a lot of books and if you use a lot more books.

I think there is a need of getting more books out into the world and people realizing that this book about this gay white boy from California is very valid in my classroom because I don't want my kids to grow up to beat up this boy. That kind of stuff is so important.

We still have a lot of issues of censoring, censorship, of books getting challenged, of parents thinking they know what the book's about by reading the flap copy and deciding that's enough and not allow their kids to read the book. We're still living a time of fear and censorship which is heartbreaking.

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I know it sounds cliché, but I was in Kansas, I was in Topeka, and it was an all white school, and the teacher said to me, well, we don't get a lot of books about African Americans because we don't have African Americans in our class, in our school.

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Promoting and recognizing diversity in the classroom acknowledges and honors the individuality and uniqueness of each student. This strategy is great to use in any K-5 classroom.

Studentreasures. (2022, December 1). Promoting diversity in elementary school classrooms. Studentreasures Publishing. https://studentreasures.com/blog/teaching-strategies/promoting-diversity-in-the-classroom/

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Promoting Diversity in Elementary School Classrooms

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Everyone is unique, and everyone should be celebrated for their differences. This blog post will help you promote diversity in your classroom.

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Explore Stories of Social Justice Movements

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Explore Stories of Social Justice Movements

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Students who learn about social justice are empowered to celebrate their own social identities, respect people who are different, create inclusive spaces, and stand up against injustice. This strategy can be performed in any elementary classroom, but may be more suitable for grades 3-5 and beyond.

4 ways to teach students about social justice issues. (2023, February 2). School of Education Online. https://soeonline.american.edu/blog/how-to-teach-social-justice-issues/

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"People create social conditions and people can change them," wrote US playwright Tess Onwueme. Culturally responsive teaching empowers students with the skills to address social justice issues-bullying, discrimination, exclusion, and unfairness on the basis of social identity.

When we teach our kids the words and actions to take when confronted with injustice, we enable the next generation to be more accepting and inclusive.

Teachers seeking activities and ideas for addressing social justice issues in the classroom should consider interventions endorsed by the Learning for Justice Social Justice Standards framework. These interventions engage students on the topics of:

Educators should incorporate social justice concepts into their classrooms. Discover four approaches to teaching social justice at the elementary school level.

1. Explore Social Identity

Understanding, empowering, and appreciating people with different identities is a cornerstone of social justice. Elementary school students can develop a working knowledge of social groups and identities so they can accurately describe their own membership in multiple groups and describe features of social groups they don't belong to.

A person's social identity has to do with their sense of belonging and membership in a social group. Students of all ages should learn that every person belongs to multiple social groups at the same time.

Examples of social identities include the sense of belonging to the following categories.

Racial or ethnic group

Socioeconomic class

LGBTQ+ community

Religious group

Nation, state, city, or neighborhood

Age or generational cohort

Disabled community

Group based on shared language (e.g. Hispanic)

Exploring social identity can be fun and engaging. Learning goals that can help students appreciate and accurately describe their own social identity include:

Knowing about one's family history, culture, and the historical contributions of people who belong to the same social groups

Recognizing that every person's social identity is complex and unique

Expressing pride, confidence, and self-esteem without putting down others

Need lesson plan ideas? Some activities that help students articulate and celebrate their social identities in all their complexity include:

Researching and creating family trees

Sharing recipes for foods and dishes from students' home cultures

Doing arts and crafts that celebrate cultural heritage

2. Develop an Appreciation of Diversity

Diversity means difference. In a pluralistic society like the United States, people from different walks of life must work together to create environments where everyone can thrive. Accordingly, another crucial aspect of social justice is the social skills elementary students need to cultivate to develop into adult citizens who promote and protect a diverse society.

Key skills that students should develop by the time they graduate elementary school include:

Respect for all people-regardless of whether another person or group is similar or different from oneself

The ability to learn, play, and collaborate with others even when they are different from us and even when we disagree

Curiosity about other people's lives and experiences

The ability to ask questions about people's social identities and experiences respectfully and listen to others share their experiences in an open, nonjudgmental way

Lesson plan topics educators can rely on to teach elementary school students the skills they need to succeed in a diverse society include:

Learning about and sharing historical narratives and stories that highlight the experiences and contributions of important historical figures who belonged to different social groups

Exercises and activities that build empathy and respectful curiosity for people with different lived experiences and backgrounds

Activities that encourage students to examine diversity in numerous historical and cultural contexts

3. Explore Examples of Social Justice Issues

Another element of social justice is recognizing that injustices exist in our society. Key competencies and skills that elementary school students should learn related to justice include:

Understanding what unfairness, prejudice, and oppression look like

Understanding what privilege looks like, so that students can recognize how life may be easier for some people and harder for others based on arbitrary social standing

Realizing that unfair laws, rules, and behaviors cause real harm to people from marginalized social groups

Learning about the actions of people and groups who worked to make our world more just and fair for everyone, such as anti-racism initiatives in schools

Lesson plans that can instill an appreciation for social justice may explore the history of activism in the United States. Students may learn about examples of social justice issues and topics such as the history of the following movements:

4. Teach Students How to Take Action

Students should learn that addressing social justice issues is all about taking action-whether that's co-creating a respectful and inclusive learning environment or calling out injustice when we see it.

Key activities that students in elementary school can initiate and take part in include:

Paying attention to how other people are treated and making sure that every person is treated with fairness and respect

Including people who are different in activities

Standing up for oneself and others when we encounter disrespect or unfairness

Showing respect even when we disagree with someone else's words or behavior

Respectfully telling someone when their words or actions are biased or hurtful

Lesson plan topics that empower elementary-aged students to take action in promoting social justice include:

Role-playing activities that allow students to practice speaking up when they notice unfairness or exclusion on the basis of social identity

Teaching students key vocabulary terms-such as ingroup, outgroup, prejudice, and collective action (group action that challenges authority)-which can empower them to advocate for themselves and others

Introduce students to contemporary social movements, such as the #MeToo movement, #BlackLivesMatter, or #TakeAKnee

Give Educators Tools to Teach Social Justice

Social justice issues and topics can be taught to elementary-aged students successfully. Students who learn about social justice are empowered to celebrate their own social identities, respect people who are different, create inclusive spaces, and stand up against injustice.

With the right teaching tools, educators can foster social justice among the next generation of students. Are you ready to take the next step in your career as an educator? American University's Online Master of Arts in Teaching (MAT) program prepares graduates to teach and support students from diverse backgrounds and promote educational equity. Start pursuing your goals in education with American University.

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4 Ways to Teach Students About Social Justice Issues

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Learning about social justice helps students speak out against unfair treatment and celebrate identities. Explore 4 ways to teach social justice issues.

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Provide Opportunities for Students to Speak Up about Biases 

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Provide Opportunities for Students to Speak Up about Biases 

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Children learn to be proud of themselves and of their families, to respect human differences, to recognize bias, and to speak up for what is right. This strategy is suitable in all K-5 elementary classrooms.

TEACHING TOLERANCE. (n.d.). How to respond to everyday prejudice, bias and stereotypes. Learningforjustice.org. Retrieved September 22, 2024, from https://www.learningforjustice.org/sites/default/files/2017-06/Speak_Up_at_School.pdf

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Encourage students to use journals or role plays to practice perspective-taking. This strategy helps students engage in self-reflection of their own perspective as well as the perspectives of their peers in the same scenario or situation. This strategy also enhances students' social and emotional intelligence, improves communication skills, and promotes positive relationships among peers and adults.

Selby. (2023, August 24). How to Teach Perspective Taking Skills in Elementary School: A practical approach. Everyday Speech. https://everydayspeech.com/sel-implementation/how-to-teach-perspective-taking-skills-in-elementary-school-a-practical-approach/

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How to Teach Perspective Taking Skills in Elementary School: A Practical Approach

Teaching perspective taking skills in elementary school is crucial for the social and emotional development of children. It helps them understand and appreciate different viewpoints, empathize with others, and navigate social interactions effectively. In this blog post, we will explore the importance of perspective taking skills, provide strategies for teaching them, and offer tips for supporting perspective taking at home.

I. Introduction

A. Importance of perspective taking skills in elementary school

Perspective taking skills play a vital role in fostering positive relationships, resolving conflicts, and promoting inclusivity in the classroom. By understanding and considering different perspectives, children learn to communicate effectively, collaborate with others, and develop empathy.

B. Definition of perspective taking

Perspective taking is the ability to understand and appreciate the thoughts, feelings, and experiences of others. It involves stepping into someone else's shoes and seeing the world from their point of view. This skill helps children develop empathy, tolerance, and respect for diverse perspectives.

C. Benefits of teaching perspective taking skills

Teaching perspective taking skills has numerous benefits for children. It enhances their social and emotional intelligence, improves their communication skills, and promotes positive relationships. Additionally, perspective taking helps children become more open-minded, adaptable, and understanding of others.

II. Understanding Perspective Taking

A. What is perspective taking?

Perspective taking is the cognitive ability to understand and consider different viewpoints. It involves recognizing that others may have thoughts, feelings, and beliefs that differ from our own. Perspective taking allows children to develop a broader understanding of the world and navigate social situations effectively.

B. Developmental milestones of perspective taking in elementary school

Perspective taking skills develop gradually throughout elementary school. In the early years, children begin to understand that others have different thoughts and feelings. As they progress, they become better at considering multiple perspectives and understanding the impact of their actions on others. By the end of elementary school, children should be able to take the perspective of others and demonstrate empathy.

C. Common challenges faced by children in perspective taking

Some children may face challenges in perspective taking due to various factors such as cognitive differences, limited exposure to diverse perspectives, or difficulty understanding social cues. It is important for educators and parents to provide support and guidance to help children overcome these challenges and develop their perspective taking skills.

III. Strategies for Teaching Perspective Taking Skills

A. Creating a safe and inclusive classroom environment

A safe and inclusive classroom environment is essential for teaching perspective taking skills. By fostering open communication, promoting empathy and understanding, and creating a sense of belonging, educators can create an environment where children feel comfortable expressing their thoughts and opinions.

1. Encouraging open communication

Encourage students to share their thoughts and feelings openly. Create a classroom culture that values and respects diverse perspectives. Provide opportunities for students to engage in discussions and express their opinions in a respectful manner.

2. Promoting empathy and understanding

Teach children to empathize with others by encouraging them to consider how someone else might feel in a given situation. Engage students in activities that promote understanding and compassion, such as discussing real-life scenarios or sharing personal experiences.

3. Fostering a sense of belonging

Create a classroom environment where every student feels valued and included. Celebrate diversity and encourage students to appreciate and respect each other's differences. Foster a sense of belonging by promoting collaboration and teamwork.

B. Explicitly teaching perspective taking

Explicitly teaching perspective taking skills helps children understand the concept and develop strategies for applying it in their daily lives.

1. Introducing the concept of different perspectives

Start by explaining the concept of different perspectives to children. Help them understand that people may have different thoughts, feelings, and beliefs based on their experiences and backgrounds. Use examples from literature or real-life situations to illustrate this concept.

2. Using literature and storytelling

Literature and storytelling provide excellent opportunities for teaching perspective taking. Read books that explore different perspectives and discuss them with your students. Encourage students to analyze characters' motivations, thoughts, and feelings.

3. Role-playing and drama activities

Engage students in role-playing and drama activities to help them practice perspective taking. Assign different roles to students and ask them to act out scenarios from different perspectives. This hands-on approach allows children to experience and understand different viewpoints.

C. Incorporating perspective taking into everyday activities

Integrate perspective taking into everyday activities to reinforce the skill and make it a natural part of children's lives.

1. Group discussions and debates

Organize group discussions and debates on various topics to encourage students to consider different perspectives. Provide opportunities for students to express their opinions and listen to others respectfully.

2. Problem-solving scenarios

Present students with problem-solving scenarios that require them to consider multiple perspectives. Guide them through the process of analyzing the situation, understanding others' viewpoints, and finding a solution that takes everyone's needs into account.

3. Collaborative projects and teamwork

Assign collaborative projects that require students to work together and consider each other's perspectives. This promotes teamwork, communication, and understanding of others' viewpoints.

D. Providing opportunities for reflection and self-awareness

Reflection and self-awareness activities help children develop a deeper understanding of their own thoughts and feelings, as well as the impact of their actions on others.

1. Journaling and self-reflection exercises

Encourage students to journal and engage in self-reflection exercises. Prompt them to think about their own perspectives and how they may differ from others. Ask them to reflect on their interactions with peers and consider how their actions may have affected others.

2. Mindfulness and meditation practices

Teach children mindfulness and meditation practices to help them develop self-awareness and empathy. These practices promote emotional regulation and create a calm and focused mindset, allowing children to better understand and consider others' perspectives.

3. Self-assessment and goal setting

Guide students in self-assessment and goal-setting activities. Encourage them to reflect on their perspective taking skills and set goals for improvement. Provide feedback and support as they work towards their goals.

IV. Supporting Perspective Taking at Home

A. Collaborating with parents and caregivers

Collaboration between educators and parents is essential for supporting perspective taking skills at home.

1. Sharing information and resources

Share information and resources with parents to help them understand the importance of perspective taking skills. Provide suggestions for activities and discussions that parents can engage in with their children to reinforce perspective taking.

2. Encouraging perspective taking at home

Encourage parents to create an environment at home that promotes perspective taking. Encourage them to engage in conversations that explore different viewpoints and encourage empathy and understanding.

3. Reinforcing skills through everyday interactions

Encourage parents to reinforce perspective taking skills through everyday interactions. Prompt them to ask their children about their thoughts and feelings, encourage them to consider others' perspectives, and discuss how actions can impact others.

V. Conclusion

A. Recap of key points

Perspective taking skills are crucial for the social and emotional development of children in elementary school. They help children understand and appreciate different viewpoints, develop empathy, and navigate social interactions effectively.

B. Importance of ongoing practice and reinforcement

Perspective taking skills require ongoing practice and reinforcement. It is important for educators and parents to provide consistent opportunities for children to develop and apply these skills.

C. Encouragement for educators and parents to prioritize perspective taking skills in elementary school

Perspective taking skills are essential for children's success in school and beyond. By prioritizing perspective taking skills in elementary school, educators and parents can help children become empathetic, understanding, and effective communicators.

Start your EverydaySpeech Free trial today and access a wide range of resources and activities to teach perspective taking skills in elementary school. Sign up now at https://everydayspeech.com/start-free-trial/.

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How to Teach Perspective Taking Skills in Elementary School: A Practical Approach | Everyday Speech

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How to Teach Perspective Taking Skills in Elementary School: A Practical Approach How to Teach Perspective Taking Skills in Elementary School: A Practical Approach Teaching perspective taking skills in elementary school is crucial for the social and emotional development of children. It helps them understand and appreciate different viewpoints, empathize with others, and navigate social [...]

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Build partnerships in the classroom by promoting working together towards a common goal. This allows students to discover what they have in common and encourages the use of words like we, us, and our.

Anit-Bias Strategies (n.d.). Partnershiphp.org. Retrieved September 22, 2024, from https://www.partnershiphp.org/Providers/Medi-Cal/Documents/OnDemandTrainingWebinars/AntiBiasStrategies%20HANDOUT.pdf

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Speak and write in a manner that does not discriminate against a particular sex, social gender, or gender identity, and does not perpetuate gender stereotypes. This strategy should be used in all K-5 elementary classrooms.

Explorica (n.d.). Explorica.Ca. Retrieved September 22, 2024, from https://www.explorica.ca/blog/minimizing-gender-biases

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Gender inequality in education that favours male students is well-researched and documented. Studies show that male students tend to garner more attention from educators. This can appear in the form of male students being called on with greater frequency, being recognized more often (for good and bad behaviour) despite female students who exhibit similar conduct, or in the form of representation in curricular materials. This disparity extends beyond our formative years and into the workplace, but a strong educator can make an impact that can have positive and lasting consequences - both in the classroom and during a travel program.

Recognizing our own biases
The first step to confronting gender bias is to consider your own implicit biases. A bias is a preference or aversion to a person or group of people, and those thoughts and feelings are "implicit" if we are either unaware of them or mistaken about their nature and the way those feelings play out as we navigate the world. "Implicit bias" describes the attitudes toward people or stereotyping that happens unconsciously. You may be acting on your gender biases or prejudices without even intending to. This TEDx Talk, Immaculate Perception discusses the way our brains process and affect biases. Although predominantly focused on ethnic and racial biases, the video is truly eye opening and can help to understand and recognize our own biases. Want to dig even deeper? Consider taking an Implicit Association Test. These tests were developed by researchers studying bias and there are tests for many categories, including gender.

Confronting bias
After examining your own perceptions of gender and acknowledging that gender bias may play a role in your teaching, you'll want to confront the ways that you can combat or overcome that bias. The most important thing we can do is help students to understand that we value them for who they are, not the assumptions we may make about them based on their gender. This is particularly salient in the age of social media when students are learning that societal acceptance depends on their outward appearance. Learning about your students, and really listening, can go a long way toward understanding them beyond their gender and will help you to reduce assumptions and biases that are gender-based. Setting equal expectations for all students is paramount! If you're looking to improve your own practices related to gender equality, this Edutopia article can help.

What to avoid
Another tip is to stay away from using gendered nicknames like "champ," "buddy," "sweetheart," or "darling" that reinforce gender stereotypes. Use gender neutral pronouns when talking about professions that tend to be gendered - say police officer not policeman, mail carrier not mailman, construction workers not workmen. Ensure that group duties are distributed equally among your students; for example, don't ask only male students to move and carry things and female students to do the cleanup. During a travel program, avoid grouping students along gender lines and pay attention to and disrupt groups that are self-segregated by gender. It is essential that genders are equally represented in examples, book suggestions, and highlights of famous people or historical events on tour. The Harvard Graduate School of Education hosts a Girls Equity and Empowerment Resource List which is a great place to learn about and find examples of female representation.

Accepting all gender identities
Another facet of gender equality is acceptance of gender identity. Educators need to be prepared to work with students who are non-gender conforming. First impressions are so important, and we need to be prepared with appropriate language to model and teach acceptance. Humans learn about identifying themselves into societally determined categories at a young age. Gender identity is one's concept of how they perceive themselves as female, male, a blend of both, or neither female nor male. It refers to a personal experience of their gender and reflects their sense of where they fit at any point along the gender spectrum regardless of their sex assigned at birth.

One way to ensure you are meeting the needs of non-gender conforming students is to use terms like "folks," "students," "people," or "friends" rather than relying on the commonly used greetings of "guys," or "boys and girls" when addressing a group. Read this TED-Ed Blog and watch the embedded videos to learn more about non-binary children and the discomfort we might feel when faced with a student who does not identify as male or female. Inclusive language and use of the applicable pronouns are necessary. The Guide to Understanding Gender Identity Terms provides strategies that can be used to engage non-binary students in a respectful and accepting manner. There are many resources that discuss pronouns and their importance when addressing non-gender conforming individuals. The Human Rights Campaign and My Pronouns have good guides to help understand the use of proper terminology as well.

Your responsibility as an educator
Equality in education has a long way to go across the globe. When working with students in any setting, it is an educator's responsibility to both teach and model acceptance and understanding. No student should be underestimated as a result of their gender or gender identity. Practicing educational equality with youth can make a big impact as our students grow into adulthood and move into the workplace.
Carrie Weber serves as a Senior Curriculum and Academics Specialist for WorldStrides. She holds an M. Ed. in Secondary Science Education and a BS in Physics. Ms. Weber earned a STEM Leadership certificate through the NASA Endeavor program and has recently completed coursework on anti-racist education. She taught middle and high school science in the traditional classroom for 14 years, is certified and licensed in several states, and holds multiple College Board AP certifications.

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Strategies for Minimizing Gender Biases in Your Classroom and on Tour

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Practicing educational equality with youth can make a big impact as our students grow into adulthood and move into the workplace.

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When teachers invest time into getting to know each student and value each student's cultural background, it creates a safe space for learning, a sense of belonging, and richer cultural competencies for students and teachers. This is essential for all K-5 elementary classrooms.

Promoting inclusion in the classroom. (2023, June 2). School of Education. https://drexel.edu/soe/resources/student-teaching/advice/Promote-Inclusion-in-the-Classroom/

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Using equitable classroom practices means the teacher makes sure every student has the resources and support to be successful. Individual factors do not hold students back from reaching their full potential. This strategy should be incorporated in all K-5 elementary classrooms.

The Leadership Conference [@TheLeadershipConference]. (n.d.). Ensuring educational equity for all students. Youtube. Retrieved September 22, 2024, from https://www.youtube.com/watch?v=CjrFnmeGtL8

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The Leadership Conference on Civil & Human Rights

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Ensuring Educational Equity for All Students