Flipgrid Educators and Advisory Board Address Discipline Inequities
Diversity and Inclusion Advisory Board suggests relatability, taking reflective measures with students
The Diversity and Inclusion Flipgrid Advisory Board met in January to discuss equity in the classroom. The board discussed the Ten Ways Educators Can Take Action in Pursuit of Equity and which of these actions they personally struggled with most.
Addressing discipline inequities
The question spurred a passionate conversation about discipline in schools. Of the suggestions listed above, many concurred that “aligning discipline practices to educational goals” is often difficult because manners of discipline are sometimes implemented within a district irrespective of what a specific classroom or student might need during that time.
How do you circumvent discipline expectations to ensure the student doesn’t have to leave the learning environment? Suggestions from the conversation included:
- Reflection instead of dismissal.
Members agreed that educators must bring “student voice to the forefront” and consider reflective measures, such as asynchronous discussions on Flipgrid, that can serve as a catalyst in a student’s behavior as well as a district’s expectations in the future.
Empathize with older students who face disciplinary inequities in their personal life daily. Many students are exhausted of being told they’re wrong, so how can educators guide and empower students in that fatigue and strengthen them in their own ability to resolve conflict?
To provide much-needed mental breaks, perhaps offer students a choice when it comes to how they participate in the classroom.
Relationship Building with Families
Another struggle educators face is building relationships with families, as many in our school systems are immigrants reluctant to come to school or engage with teachers.
Therefore, trust needs to be built, and that begins with ongoing conversations not just between the teacher and the family, but teacher-to-teacher, teacher-to-administration, and teacher-to-student.
How else can trust be built? Member recommendations included:
- Relate to families.
Members concurred that sharing personal stories with both students and their parents went a long way. When relatability is intact, the learning can happen together, and both students and families feel a part of something as opposed to an educator coming in with superiority.
“I’m just like you. I know what you’re going through. I’ve been there, too.” Reminding first-generational students of how your own aspirations were manifested long ago helps a student to visualize trajectory. They no longer see the educator as someone who is unattainable but someone they can be like, helping others someday, too.
- Make connections for your students.
Sometimes, ESL students cannot see themselves in the curriculum, so find reading material students can relate with, and eliminate obstacles from making them feel less than.
Thank you to each of our board members for their time and dedication to empowering voices everywhere. Now more than ever, we are incredibly proud to work and ideate alongside inspiring educators from around the world. Thank you for all you do!
For a list of educators who make up our boards, go here. For a recap from our other board meeting on accessibility and inclusive design, click here.