What a teacher does during a discussion can powerfully impact whether and how a student participates. One teacher used the Teacher Reflection Tool for Whole Class Discussions to reflect on which students she was calling on to answer which types of questions. She used what she learned to make some changes to her practice and try to bring about more equitable participation in the discussions in her classroom.
In the course of field testing the tool, teachers found that setting aside time for their students to reflect contributed to a culture that was built on trust, honest feedback, and open communication
Developing an equitable math learning community that centers each student’s identity, needs, and voice requires that teachers take the time to learn about their students …
In order to develop a classroom community that encourages and incorporates students’ ideas and agency, we need to be aware of opportunities that allow us to learn more about our students.
Establishing an atmosphere of trust is essential if we want students to feel safe sharing openly about themselves and their experiences with us and with each other.