Maintaining Equity

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Maintaining Equity

Equity Checklist for the Standards-Based Classroom

Maintaining Gender equity in the classroom is as important as how the information is taught, in fact it is part of it! Teaching methods must reach both genders to be effective.

It is a wonderful tool for teachers to assess and reflect on their actions toward maintaining equity in the classroom.

Developed by Christina Perez

This checklist can be used as a tool to help you reflect on your classroom practices. No one is expected to check "yes" for all of the items. Think of each item you check "no" as an opportunity to create a more equitable learning environment through reflection and action.

In your classroom do all students (male, female, different abilities)...

1. have your encouragement to share their thinking and reasoning about the problems they solve in small groups or with the class as a whole?	Yes	Not Sure	No
2. receive quality and varied feedback (questioning, constructive criticism)?	Yes	Not Sure	No
3. expect to take responsibility within small groups?	Yes	Not Sure	No
4. gain practice trying out invented algorithms as well as conventional strategies for solving problems?	Yes	Not Sure	No
5. have an opportunity to work with manipulatives and other hands-on learning tools?	Yes	Not Sure	No
6. follow established rules for participation (such as calmly raising a hand or waiting to be called on) so that no one student dominates class time and teacher attention?	Yes	Not Sure	No
7. have a chance to use examples and experiences that draw on their own interests?	Yes	Not Sure	No
8. have equal time at the computer and use the computer for mathematical problem-solving (rather than only for practice with isolated skills, such as number facts)?	Yes	Not Sure	No
9. have exposure to math problems grounded in real-life situations that include opportunities to be "messy" (estimation, making predictions, multiple problem-solving methods)?	Yes	Not Sure	No

Do you . . .

1. use language that is inclusive of all kinds of students?	Yes	Not Sure	No
2. provide activities for students to develop those skills, such as spatial skills and higher order problem-solving, that have disparate development in students?	Yes	Not Sure	No
3. allow adequate wait time (3-5 seconds) for students to answer a question?	Yes	Not Sure	No
4. hold high expectations for, and communicate those expectations to, all students?	Yes	Not Sure	No
5. find ways to engage all students in class discussion, even those who are quiet or passive?	Yes	Not Sure	No
6. analyze your interactions with students to check for biased language and stereotyping?	Yes	Not Sure	No
7. try to use software that is free of harmful gender or other stereotypes and that is mathematically rich?	Yes	Not Sure	No
8. encourage girls to be confident in their abilities as mathematicians?	Yes	Not Sure	No
9. encourage girls to pursue math in high school, college, and beyond?	Yes	Not Sure	No
10. structure problem-solving activities so that they are cooperative/collaborative rather than competitive?	Yes	Not Sure	No
11. strive to call on a variety of students, and especially work to involve students who tend not to participate in discussion	Yes	Not Sure	No

This checklist was found at: http://www.enc.org/topics/equity/stories/stories/document.shtm?input=FOC-001768-index

Citation information

Equity in the Standards-Based Elementary Mathematics Classroom. October 2000. ENC Focus 7(4) p.29-31.

Teaching Boys, Teaching Girls

For Elementary Boys

	Use beadwork and other manipulatives to promote fine motor development. Boys are behind girls in this area when they start school. Boys love hands on assignments.
	Place books on shelves all around the room so boys get used to their omnipresence.
	Make lessons experiential and kinesthetic.
	Keep verbal instructions to no more than one minute.
	Personalize the student's desk, coat rack, and cubby to increase his sense of attachment.
	Use male mentors and role models, such as fathers, grandfathers, or other male volunteers.
	Let boys nurture one another through healthy aggression and direct empathy.

For Elementary Girls

	Play physical games to promote gross motor skills. Girls are behind boys in this area when they start school.
	Have portable/digital cameras around and take pictures of girls being successful at tasks.
	Use water and sand tables to promote science in a spatial venue.
	Use lots of puzzles to foster perceptual learning.
	Form working groups and teams to promote leadership roles and negotiation skills.
	Use manipulatives to teach math.
	Verbally encourage the hidden high energy of the quieter girls.