Implementing Inclusiveness, Engagement, and Equity in Classrooms

Every May, I teach a three-week intensive course for our first-year graduate students called Teaching Skills Workshop. It’s a highlight of my year because I get to spend concentrated time talking about teaching. We start with basic principles; students begin writing their teaching philosophies. Later in the course, we explore specific topics such as collaborative learning techniques and grading practices.

My students routinely write in their philosophy statements about their desire to facilitate inclusiveness and equity in their courses and classrooms. In simple terms, they want all of their students to feel welcome, to become engaged in their education, to have opportunities to succeed, and to get the support they need for success. Having established these lofty goals and principles, we then spend time grappling with how to put these into practice.

One key to helping students think about the implementation of their highest ideals is to help them realize that small behaviors can have a positive impact. We start by reading Tanner’s (2013) article, in which she lists 21 behaviors that “promote student engagement and cultivate classroom equity.” She divides the behaviors into five categories. The first is “giving students opportunities to think…” This category includes such simple behaviors as waiting after asking a question so students have time to formulate an answer. Research shows that teachers tend to answer their own questions if students don’t answer in—literally—a few seconds.

The second category is helping all students participate. My favorite technique in this section is “multiple hands, multiple voices.” Here, instructors encourage (require) multiple students to raise their hands before calling on anyone. This, again, allows students time to think, and it avoids several common traps, such as calling on the same few students and hearing from only the first student to raise their hand.

Tanner’s third category is being inclusive—welcoming and helping all students. This category involves simple strategies, like learning students’ names, and more complex strategies, such as utilizing a variety of learning strategies.

The fourth category is helping students develop divergent thinking. This category includes a strategy—“Use praise with caution”—that often takes some discussion. When a student volunteers their thoughts, we might avoid saying: “Great answer” Some students may feel inhibited from sharing their thoughts because it may not be “great” or because they feel there’s nothing left to add.

Finally, Tanner encourages instructors to focus on all their students by teaching them “from the moment they arrive.” Here, she discusses one of my favorite topics, the first day of class (Handelsman, 2011). Even before students have read any of the textbooks, instructors can begin creating a “classroom culture” that facilitates learning and feelings of belonging.

Somewhere in these discussions, I tell my favorite story of how a simple behavior can serve several purposes: One day I came into my introductory psychology class and just knew that students were feeling tired and not going to engage with me or what I was going to discuss. I wasn’t prepared for this low energy level—students were generally more “alive” in this class. I improvised. I said, “OK, I’d like each of you to pair up with your neighbor. Then take a few minutes and share with each other: Three places you’d rather be but here.”

The classroom erupted with talking, sharing, and laughing. When I restored order and felt students paying close attention to what I’d say or do next, I realized that I may have accomplished more than just keeping students awake. I may have bolstered my human connection with my students, increased their engagement, and even have taught them a way to take a little control of their own learning. The classroom might not have been their favorite place, but they may have felt more welcome.

I hope the students to whom I tell that story

• realize that they can have a positive influence on their students by being mindful of “small” aspects of the classroom
• and stay awake until I finish telling it.