How to Create a Classroom That Respects Diversity

A classroom that respects diversity promotes learning.

Integrated classrooms create a rich learning experience for students and teachers alike, but classroom diversity is not without its challenges. Differences between students may create conflicts that distract from learning, and your responsibility as a teacher is to establish a classroom that not only respects diversity, but values it as an asset to education. A classroom atmosphere that celebrates differences, communicates respectfully, and maintains high expectations for both student behavior and achievement promotes student learning, both inside and outside of the classroom.

Instructions

1. Establish behavioral expectations on the first day of class. Provide students with a written copy of classroom rules that explain appropriate and inappropriate language, particularly regarding diversity. Ban offensive language that degrades a student's class, gender, sexuality, level of ability, religion, race or ethnicity. Ask students to sign the list of rules as a contract for their behavior, and post the rules in a visible place in the classroom.

2. Play several ice-breaker and team-building games during the first several weeks of class. Host a classroom mixer during the second day of class, during which students attempt to find classmates who match their own answers to a survey. Classroom games encourage students to focus on the traits that they share rather than the traits that make them different from one another.

3. Validate individual student experiences and challenges. Avoid language that makes assumptions about a student's individual experience. For example, during a lesson on economics, avoid statements like, "Middle class people like us" that assume students' economic status.

4. Include group work as a regular part of your classroom experience. During the first part of the year, assign groups with students from different groups of friends or different backgrounds. Encourage both in-class and at-home work within groups. Allow students to choose their own groups in the second half of the year so that they can explore intellectual and personal connections with students they've met in the earlier part of the year.

5. Take regular inventories of students' reactions to assignments and texts. Ask students open-ended questions that target their assumptions. Questions like, "Would you have been able to do what Rosa Parks did on the bus?" and "What types of people do you think are good at math?" give you insight as to the types of prior knowledge and assumptions your students bring to the classroom. Use their reflections to guide your instruction in future lessons.

6. Diversify your instruction to include a variety of texts from a range of diverse voices. If your English textbook fails to incorporate minority voices, supplement the text with works from Sandra Cisneros and Li Bai. If your science coursework highlights the successes of men in the field, create a unit that discusses the importance of Christa McAuliffe or Margaret Cavendish.

7. Encourage students to report infractions to you or another adult. Students may not feel comfortable speaking to you directly about incidences of bias within the classroom. Place a small cardboard box near your desk where students can drop notes about concerns they have in the classroom. Check the box after each class so that you can respond with swift action if the concern warrants.

8. Build student confidence though self-esteem activities. Invite students to share special talents with the class or read their assignments out loud. During a self-esteem day, ask students to write letters to the students to their right and left; the letters should tell the students about their admirable traits, special characteristics and most inspiring in-class moments.

Tips & Warnings

• Adjust activities to suit the specific diversity in your classroom as well as the students' age and grade.

• Request the assistance of a guidance counselor if you struggle to create a respectful classroom.

• Conversations about diversity often include sensitive topics regarding bias, stereotypes and inequality. Establish ground rules for language early on and respond immediately if students do not respect ground rules for discussion to avoid a volatile reaction.

References

• University of Washington: Communicate Respect, Fairness and High Expectations
• University of Denver: Center for Teaching and Learning
• University of Wisconsin Whitewater: Creating a Safe Classroom
• EdChange: Building Blocks: The First Steps of Creating a Multicultural Classroom

Resources

• Read this Article in Spanish