A commitment to supporting diverse learners can lead to a
more equitable classroom — as Mrs. Ackerman, a Kansas fifth - grade teacher, said, ««All means all» is our district motto.
«We understood from the beginning that there would be no quick fixes, no magic bullets,» says Shattuck, who was superintendent of the Norwalk - La Mirada Unified School District when it signed a multi-year contract with CEL in 2004 aimed at building a new vision, language, and mission for powerful,
equitable classroom instruction.
In
an equitable classroom, there's no need to hide, because struggle and failure are neutralized, normalized, and even celebrated.
Creating
an equitable classroom can feel daunting, but I find it helpful to think of small changes that can make a big difference in increasing student voice.
These two experiences resurfaced a long - held question: What makes for
an equitable classroom?