Guide to Chapter 5: Implementing Inclusive Practices in Diverse Classrooms

Engaging in key vocabulary with reflections: 

Brave spaces and safe spaces

As educators, we need to understand these spaces well and truly embrace the magic that happens there. Being vulnerable isn’t easy for many of us, especially when we are embarking on important new chapters in our lives. In fact, this chapter may be the one in which we as educators have to do the most work and honest reflection. Keep this one within an arms reach especially as you navigate your first years.

Your first brave spaces may be with your colleagues or classmates at the university. This can be where you establish the norms discussed in Table 5.1 and truly be open minded and consider diverse perspectives. 

Consider Table 5.1 and collaborate on an activity for each section. We explore brave and safe spaces in this chapter in both ways that highlight similarities and differences. What are your thoughts on this with respect to you as an educator/learner and your classroom? What may these look like at different grade levels? Does a space have to be safe before it is brave? Or can these notions be established simultaneously? 

Equity and equality

This visual is not ours and is widely available online but we found it at theodapp.com (not necessarily endorsing them, but we like the visual and want to credit it.). For many years, we only saw the equality versus equity version of this but it is important for us to understand the reality and that we don’t have to just accept the barriers. This is where we as educators become advocates alongside our students and families. Truly seeing the reality for what it is and working towards justice is not easy but it is crucial that we learn our roles as change agents. While this may not be what you do as teachers new to our profession, this certainly is your future. 

What are some barriers that you had to overcome in your life? What supports did you  have or do you wish you had?  What are potential barriers that your students may face? What are ways that you can explain to your colleagues and students about equality and equity? 

Leave your bias at the door: 

As our perspectives and biases aren’t always intentional or even recognized until we actively reflect on them, it is sometimes difficult to identify them as they may be part of the lens through which we make sense of the world. This doesn’t mean that they are correct or accurate but this is what makes doing this necessary work difficult for many of us. It’s not easy to admit that your viewpoint may have been oppressive to other humans or cultures and this is all part of the process. Just like Maya Angelou: “When you know better, you do better.” 

You may also find that your colleagues, administrators, and decision-makers in your district have not done this necessary work themselves and difficult conversations need to happen. We recommend speaking with your colleagues at grade-level or PLC meetings to establish (hopefully) a coalition of like-minded educators—or at least open-minded educators. Really educating yourself on the cultures and communities in your school district and beyond, as well as the laws and norms that affect them, is another first step. 

The initial title for this chapter was “Being an Equity Innovator.” How does one become an equity innovator and what may be potential results of this work? Watch the TED Talk “Danger of a Single Story” (linked in Padlet) and reflect on how this can encourage discourse on biases and other perspectives.

Activities for engagement:

Identity Mapping: Reflect on personal identity and understand how it shapes teaching.

- Create a personal identity map including race, culture, language, gender, socioeconomic background, and educational experiences.

- Reflect on how these identities influence your perspective as an educator.

- Discuss how understanding student identities can inform inclusive teaching.

Bias Reflection Using Belief Statements: Unpack assumptions and reflect on personal biases.

- Use Cory Radisch’s 'Beliefs Statement Activity'.

- Provide anonymous belief statements related to equity and inclusion.

- Facilitate a group discussion to explore assumptions and reflect on biases.

Student Profile Deep Dive: Understand students holistically to tailor instruction.

- Choose a fictional or real student.

- Answer guiding questions: Who are they? What are their strengths, challenges, cultural background, language, and learning style?

- Discuss how instruction can be tailored to meet their needs.

Language Matters Workshop: Promote inclusive and respectful communication through reflection on our languaging

- Explore the impact of language using examples from the chapter (e.g., 'slaves' vs. 'enslaved people').

- Compare traditional vs. equity-centered terminology.

- Create a classroom language guide that promotes inclusive communication.

- Consider ways that you highlight the languages of the community and model being a learner.

Equity PD Scavenger Hunt: Discover professional development opportunities focused on equity.

- Research and share PD opportunities (books, webinars, conferences, workshops).

- Create a shared electronic resource list.

- Commit to one PD opportunity and share takeaways in a future session.

Inclusive Classroom Vision Board: Visualize and plan for an inclusive classroom environment.

- Create a vision board representing an inclusive classroom.

- Include visuals, quotes, strategies, and goals.

- Share boards and discuss implementation strategies.

Equity Action Plan: Develop a personal plan for implementing inclusive practices.

- Create an action plan with short-term and long-term goals.

- Include strategies for inclusive instruction, language use, and student engagement.

- Revisit and revise the plan throughout the book study.