Introduction
As we inch closer to the start of a new school year, many new educators are preparing to establish their first classrooms. While setting up your classroom, decorating the walls, and building out your curricula are fun and fundamental, there are also essential pieces to constructing an inclusive, equitable classroom from day one.
In my time as an educator, I have established middle school ESOL classrooms, high school Spanish classrooms, workshops at non-profits, and even undergraduate lecture spaces abroad. No matter where I’m establishing my classroom and what kind of students I am working with, I have found some essentials that work for all learning spaces.
Today, we’ll be discussing some actionable inclusive classroom strategies that you can emphasize to make sure that each student knows that they are valued in your classroom, which will result in a community of engaged, enthusiastic learners.
1. Focus on relationships from the start.
No matter what age students you teach or which subject, you can’t go wrong with building solid relationships with your students from the moment you meet them. Starting the school year by emphasizing positive, respectful relationships between yourself and your students will set the stage for a positive classroom culture and, most likely, an easier school year for you!
Most educators get into the profession based on their love for young people, at least partially. As such, most of us have a solid intuition for how to form relationships with students. In a tricky moment, though, actively listening, asking open-ended questions, and showing genuine interest can go a long way toward establishing mutual respect and care.
Actively listening, asking open-ended questions, and showing genuine interest can go a long way toward establishing mutual respect and care.
Group activities also play a role in establishing positive one-on-one relationships. Even if students might say they’re “corny,” an engaging icebreaker or get-to-know-you activity can reveal a lot about students, not just through what they choose to share but also through how they choose to participate.
And remember, relationships aren’t a one-way street. By sharing your own personal stories and interests, in so far as you are comfortable, students can get to know you more deeply and will then be more willing to open up.
2. Set students up for success by getting to know their strengths and weaknesses.
This fundamental goes hand-in-hand with focusing on relationships but tilts more towards the academic. At the beginning of the year, surveys are a great tool to get to know students on their first day with you (Google Forms is a useful tool for administering surveys.)
Beyond the fun and important get-to-know-you questions, be sure to ask students about their learning styles! Understanding their learning styles is crucial because it allows you to tailor your teaching methods to meet their individual needs better, thereby enhancing their academic success. Here are some example questions to help students consider their own academic strengths and weaknesses:
What has been your favorite class or subject? Why was it your favorite?
What has been your least favorite class or subject? What did you like least about it?
Tell me about your favorite class activity or project that you’ve participated in.
Do you prefer working on your own or in a group?
When working in a group, do you prefer to be a participant or the leader?
Do you prefer to do schoolwork with music, white noise, or silence?
Tell me one thing you want me to know about how you learn best.
3. Establish classroom norms together to build community.
All communities require norms, and that includes classrooms. However, by collaborating as a group on the classroom norms, students can feel a sense of ownership and investment in them. In fact, when community norms are created collaboratively, students will often enforce those norms when they observe their peers crossing the line.
Start by modeling a few norms of your own (e.g., “In this classroom, we listen to each other.”), Be sure to explain what that norm looks like day-to-day. Then, open the floor to your students! As students suggest norms, ask other students to opine and work together to refine and settle upon norms that they believe are fair and equitable.
I have found that sticking to fewer and broader norms is more successful in building classroom culture with older students. For example, “Don’t be late to class” only applies to one potential case, while “Value your and your classmates’ time” applies to tardiness, excessive breaks, or not taking advantage of work time in class.
When students have agreed upon a set of class norms, be sure to display them prominently in the classroom. Depending on your students' level of buy-in, I have also had success in asking students to sign the class norms. Then, when a norm is broken, it’s easy to point out the agreement that a student made in their own hand.
If you’re stuck on where to get started when co-creating norms, ACP offers a free resource for creating and revisiting norms.
4. Model using inclusive, sensitive language.
As anyone who has worked with young people knows, students are listening to everything we say. While no one is perfect in their language use all of the time, making an effort to use inclusive and sensitive language can reinforce to students that they are all welcome in the classroom.
This means being mindful of the words we choose and avoiding language that might marginalize or exclude any group of students. By consistently using respectful and inclusive language, we can create a classroom environment where every student feels valued and understood. Additionally, this practice helps students learn the importance of empathy and respect in their interactions with others.
Here are some examples of inclusive, sensitive language:
Inclusive Language | Example | Why it Matters |
---|---|---|
Person-first language | Instead of “an ESL student,” you could try “a student who is learning English.” | This use of language emphasizes the individual as a person and puts their label as secondary. |
Gender neutral terms | Try spouse, significant other, or partner instead of husband or wife. When speaking to older students, be sensitive to the fact that they might have a girlfriend, boyfriend, or non-binary-friend, regardless of their gender. | Not all students might have male and female parents. Likewise, older students might date someone of a gender other than the opposite sex. This language helps these students know they are respected. |
Sensitive language for ability and mental health | Make an effort to avoid words like “crazy” or “insane” when characterizing others and use person-first language (see above) when describing differing abilities. | This language is sensitive to mental health struggles without stigmatizing them. In addition, it emphasizes individuals as people rather than as their differing abilities. |
Gender-neutral pronouns | If a student hasn’t used their own pronouns or the pronouns of someone in their life, it’s always a safe choice to default to they/them. | Since students might have parents or other individuals in their lives who use pronouns that you are unaware of, they/them is a neutral choice. This language helps students know that you will respect their loved ones regardless of gender identity. |
5. Utilize diverse and culturally relevant subject matter materials.
This strategy can vary pretty broadly depending on the subject you teach. However, at its core, it is about ensuring that students are deeply interested in course materials and, even better, can see themselves reflected. Once you have gotten to know who your students are, where they are from, and what their worlds look like, you can incorporate this knowledge when you choose classroom materials. In fact, you can even crowdsource material ideas from your students for certain subjects, depending on how much flexibility there is in your curriculum and lesson plans.
By reflecting on your students' backgrounds and experiences in the content, you validate their identities and create a more welcoming learning environment.
Incorporating diverse and culturally relevant materials not only fosters engagement but also promotes inclusivity and a deeper understanding of different perspectives. By reflecting on your students' backgrounds and experiences in the content, you validate their identities and create a more welcoming learning environment. This approach helps students connect more personally with the material, enhancing their motivation and learning outcomes. Additionally, using a variety of sources and perspectives can enrich discussions, encourage critical thinking, and prepare students to navigate a diverse world.
6. Create intentional times and spaces for informal check-ins.
As an educator you’re probably already constantly assessing your students on their mastery of your subject matter. However, in a classroom that intentionally fosters social and emotional learning, there should also be a time and place for students to share as much or as little as they desire about how they’re feeling (both academically and personally). Many teachers make this time at the beginning or end of class, with a welcome or goodbye ritual, but there are many ways to intentionally show your students that their feelings matter.
One strategy is to implement a "mood meter" where students can place their name or a marker on an emotion they are experiencing that day. This visual tool can help you quickly gauge the overall emotional climate of the class and identify any students who might need extra support. Another approach is to create a "check-in circle" where students can voluntarily share how they are feeling or any concerns they have. This can be done at the start or end of the week, providing a regular, structured time for open communication.
Additionally, consider incorporating a conversation calendar or journaling as a weekly activity where students can express their thoughts and feelings privately. This can be an effective way for students to process their emotions and for you to understand their inner experiences. By creating these intentional spaces and routines, you demonstrate to your students that their emotional well-being is a priority, fostering a supportive and empathetic classroom environment.
7. Model continuous curiosity and learning.
Just as students hear almost everything that we say, they frequently pay close attention to our actions (whether we notice or not!). Modeling continuous curiosity and a passion for learning is crucial in fostering these qualities in our students. Participating in professional development opportunities and sharing what you've learned with your students is a great way to demonstrate life-long learning. Discussing your new insights and how they can be applied in the classroom shows students that learning doesn't stop after school.
Even something as simple as stating, "I don't know, let's look it up together," when you're asked a question you don't know the answer to can provide a powerful lesson. This approach not only shows that it's okay not to have all the answers, but it also emphasizes the importance of inquiry and the process of finding information. Encouraging students to ask questions and explore topics beyond the curriculum fosters an environment of curiosity and discovery.
8. Take time to reflect.
Finally, even though the first year of teaching can be a whirlwind, taking time to self-reflect on your strengths, weaknesses, and growth points as an educator is invaluable. We understand the importance of reflection for our students, yet we often skip it for ourselves when time is short. Prioritize self-reflection, even amidst a busy schedule. It's a chance to celebrate your successes, identify areas for improvement, and plan for future growth. Recognize the progress you’ve made and understand the positive impact you’re having on your students.
Taking time to self-reflect on your strengths, weaknesses, and growth points as an educator is invaluable
Set aside regular moments for reflection, whether daily, weekly, or monthly. Ask yourself questions like, "What went well today?" "What challenges did I face?" and "What can I do differently next time?" Document your thoughts to track your growth over time and revisit them when you need encouragement. Self-reflection isn’t just about improvement; it’s also about celebrating your achievements. The first year of teaching is demanding, and by reflecting, you ensure continued growth and sustain the meaningful impact you have on your students' lives.
Conclusion
As you embark on your teaching journey, remember that education is not only about teaching your subject but also about nurturing a supportive and inclusive environment where every student can thrive. These accessible strategies don’t require technology or expensive resources; in fact, I’ve used them just as easily in a non-profit in Ecuador as in a US classroom. Rita Pierson, an educator who helped establish Ted Talks Education, put it this way: "Every child deserves a champion—an adult who will never give up on them, who understands the power of connection and insists that they become the best that they can possibly be."
By championing your students and focusing on relationships, understanding your student’s unique needs, and continually reflecting on your practices, you can co-create a classroom community grounded in equity and inclusion, which will pay off for the entire school year. Be willing to embrace the challenges and celebrate your successes, knowing that your work can and will have an enduring influence.
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