Wrap-Up: Assessment
Looking back on my teaching career, I would implement changing my office hours to be more accessible. The likely place would be the library or the Student Union or both, in addition to my office. The office can sometimes seem intimidating and the library and Student Union are more frequently visited. I definitely had some structure during my in-class activities, but I can think of group work where there were students who may have been left out or overshadowed by an outspoken peer. TPS works to keep all students engaged- having students think to themselves (and perhaps write things down), then share with their group, and finally, share with the class. In the past, I have not had the think-to-oneself portion and just have the pair and share. There are ways in which without that “think portion” in groups of more than 2 people, some students slip through the cracks. This is a clear example of “the more structure the more inclusive your classroom will be.”
Some of the things that I did implement was letting the students know I want them to succeed in the class. Actions included letting them know the format of the exam ahead of time and having practice questions or sample exam questions. There were also low-stakes assignments such as an “identity paper” at the start of class and quizzes along the way. Much of the course included presentations that matched the number of points of an exam so that there were equal stakes among assignments that tested their knowledge and presentations on topics that they chose and were interested in.
Inclusive Teaching: Strategies for Promoting Equity in the College Classroom was extremely useful in understanding what an inclusive classroom looked like and what inclusive teaching would be like. The carefully chosen subject headings, questions, lists, charts, and an Instructor Checklist at the end of every chapter made it extremely accessible. I walk away with not only an appreciation for access and belonging in the classroom, but tangible ways in which to create this.
I found It is easy to reflect upon Sathy and Hogan’s text and compare teaching practices to those they suggest. Even though they were in STEM fields, all points, theories, assertions, and suggestions are easily transferable to the Humanities and Social Sciences. A mantra that could be useful could be adopted and that is “structure, structure, structure.” In addition, being of the mindset that all should have access to performing well can create a culture in which equity can thrive. Along with the mantra of structure, you can take away what the authors encourage you to ask yourself. They say
“every pedagogical question should be countered with two questions: 1. Who might be left behind as a result of my practice? And 2. How can I invite them in?” (p. 11)
This book provides many examples where you can revisit your teaching style and criteria. I am certain everyone can find at least one thing they could change to be more inclusive. Having an inclusive mindset will help you reach your goals of equity and an opportunity for all students to succeed. Which inclusive methods can you implement in your teaching?