Equity Checklist for the
Standards-Based Classroom
Developed by Christina Perez
This checklist can be used as a tool to help teachers reflect on and improve their classroom practices. No one is expected to answer "yes" for all of the items. Think of each item you answer "no" as an opportunity to create a more equitable learning environment through reflection and action.
In your classroom do all students (male, female,
different abilities)...
- have your encouragement to share their thinking and
reasoning about the problems they solve in small
groups or with the class as a whole?
- receive quality and varied feedback (questioning,
constructive criticism, etc.)?
- expect to take responsibility within small groups?
- gain practice trying out invented algorithms as well
as conventional strategies for solving problems?
- have an opportunity to work with manipulatives
and other hands-on learning tools?
- follow established rules for participation (such as
calmly raising a hand or waiting to be called on) so
that no one student dominates class time and teacher
attention?
- have a chance to use examples and experiences that
draw on their own interests?
- have equal time at the computer and use the computer
for mathematical problem-solving (rather than only
for practice with isolated skills, such as number facts)?
- have exposure to math problems grounded in real-life
situations that include opportunities to be "messy"
(estimation, making predictions, multiple problem-
solving methods)?
Do you...
- use language that is inclusive of all kinds of students?
- provide activities for students to develop those skills,
such as spatial skills and higher order problem-solving,
that have "disparate development in students"?
- allow adequate wait time (3-5 seconds) for students to
answer a question?
- hold high expectations for, and communicate those
expectations to, all students?
- find ways to engage all students in class discussion,
even those who are more quiet or passive?
- analyze your interactions with students to check for
biased language and stereotyping?
- try to use software that is free of harmful gender or
other stereotypes and that is mathematically rich?
- encourage girls to be confident in their abilities as
mathematicians?
- encourage girls to pursue math in high school,
college, and beyond?
- structure problem-solving activities so that they are
cooperative/collaborative rather than competitive?
- strive to call on a variety of students, and especially work
to involve students who tend not to participate in discussion?
Last modified April 2000/cp
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