STRATEGIES TO IMPROVE
INSTRUCTIONAL PRACTICES
INSTRUCTIONAL PRACTICES
MOVEMENT IN THE VILLAGE :: SELF-ASSESSMENT
OF TEACHER/STUDENT INTERACTIONS
SELF -ASSESSMENT OF TEACHER/STUDENT INTERACTIONS
Teachers may consider the items on this checklist to assess how effectively they respond to diversity in the classroom. Place a check beside the items that best reflect your behavior. Reflect of the results.
| ______ | Am I careful not to prejudge a student's performance based on cultural differences, socioeconomic status or gender? |
| ______ | Do I promote high self-esteem for all children in my classroom? Do I help each child to feel good about who he/she is? |
| ______ | Do I encourage students to understand and respect the feelings of others who are different from them? |
| ______ | Do my students see me as actively confronting instances of stereotyping, bias and discrimination when they occur? |
| ______ | Given what I ask students to talk or write about, do I avoid placing value on having money, spending money or major products? |
| ______ | Do I put myself in the place of the limited-English-proficient student and ask, "How would I feel in this classroom?" |
| ______ | Do I make an effort to learn some words in the home languages that my limited-English-proficient students speak? |
| ______ | Am I conscious of the degree and type of attention I am giving to members of each gender in classroom interactions? Do I have an equitable system for calling on students? |
| ______ | Do I use gender-neutral language? |
Adapted from Common Bonds: Anti-Bias Teaching in a Diverse Society. Deborah A. Byrnes and Gary Kiger, Editors. Association For Childhood Education International. Wheaton, Md. 2001.