Building Equity in the String Classroom through Reflective Practice: Questions for Self-Reflection
Yvonne Lysaker, M. (2021). Building Equity in the String Classroom Through Reflective Practice: Questions for Self-Reflection. American String Teacher, 71(1), 57–59. https://doi.org/10.1177/0003131320975875
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Overview
Building Equity in the String Classroom through Reflective Practice: Questions for Self-Reflection challenges us to recognize our own teaching approach and the levels of positive and/or negative interactions we have with students. Lysaker identifies three domains where we can be reflective of our practice: General Organization, Classroom Policy, and Teaching Habits.
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Here are some Reflection questions from each domain:
General Organization
Who is represented in my classroom posters, charts, and books?
Whose music is performed and rehearsed most often?
Do I program repertoire that relies on musical stereotypes and presents a caricature of another culture?
Do my students have opportunities to bring in materials that mean something to them?
Classroom Policy
Who benefits from my classroom rules and expectations?
Do my classroom rules and expectations apply uniformly to all my students?
Do I enforce all classroom rules and expectations with all students?
Do my classroom rules and expectations prioritize my own comfort?
Do I use removal from class/rehearsal/lesson as a punishment for behavior violations?
Do my classroom rules and expectations favor a strict, normative model for behavior over the ways my individual students express themselves naturally?
Do I give students opportunities to cool down, take a break, or de-escalate tension in a safe way? Do I give those opportunities to some students, but not others?
Teaching Habits
Who do I call on in class to answer questions?
Who do I call out for breaking standards of behavior, and how many times?
Who do I call out for exceptional work, and how many times?
How do I respond to my students interrupting me? Do I respond differently to being interrupted by some students than other students?
Whose questions do I answer in class as soon as they are asked, and whose questions do I put aside for after class?
Are there students who I do not call on or interact with often? Why do I not interact with them as often as some of their peers?
Do I check in with students who look withdrawn, tired, or frustrated?
Do I respond with compassion and understanding to all my students, or am I more understanding of some students than others? -
Alex's Riff
Lysaker’s reflection questions encourage us to balance our attention and intent with students. Students are also exposed to interactions that we, as educators, have with our colleagues and the community. Some level of inequity and bias also exist among professionals and colleagues. All educators must model inclusive interactions with their colleagues and community. Similar reflection questions can apply to our interactions with colleagues. For example:
Do I intentionally avoid contact/communication with certain colleagues?
Do I actively reach out when I see a colleague in need of assistance?
Do I keep an effective teaching strategy to myself, or do I share the strategy with colleagues?
Am I willing to ask for help or am I too proud?
When was the last time I offered to help someone I do not know in my school building?