Equitable Classroom Practices 1-10
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Welcomes Students by name as they enter the classroom
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Uses eye contact with high- and low-achieving students
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Uses proximity with high- and low-achieving students equitably
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Uses body language, gestures, and expressions to convey a message that all student’s questions and opinions are important
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Arranges the classroom to accommodate discussion
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Ensures bulletin boards, displays, instructional materials, and other visuals in the classroom reflect the racial, ethnic, and cultural backgrounds represented by students
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Uses a variety of visual aids and props to support student learning
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Learns, uses, and displays some words in students’ heritage language
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Models use of graphic organizers
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Uses class building and teambuilding activities to promote peer support for academic achievement
Equitable Classroom Practices 11-20
11. Uses random response strategies
12. Uses cooperative learning structures
13. Structures heterogeneous and cooperative groups for learning
14. Uses probing and clarifying techniques to assist students to answer
15. Acknowledges all students’ comments, responses, questions, and contributions
16. Seeks multiple perspectives
17. Uses multiple approaches to consistently monitor students’ understanding of instruction, directions, procedures, processes, questions, and content
18. Identifies students’ current knowledge before instruction
19. Uses students’ real life experiences to connect school learning to students’ lives
20. Uses Wait Time
Equitable Classroom Practices 21-27
21. Asks students for feedback on the effectiveness of instruction
22. Provides students with the criteria and standards for successful task completion
23. Gives students effective, specific oral and written feedback that prompts improved performance
24. Provides multiple opportunities to use effective feedback to revise and resubmit work for evaluation against the standard
25. Explains and models positive self-talk
26. Asks higher-order questions equitably of high- and low-achieving students
27. Provides individual help to high- and low-achieving students