Bridge Builders Ed

For the last several years, each summer I have had the privilege of working with an organization whose mission is to bring passionate professionals from many backgrounds into our communities and into our classrooms. There is always so much energy in the room: excitement, nerves, and a few big “What did I just sign up for?” moments. Many of them are moving to a new state, starting a new career, and doing something completely outside their comfort zone.

Something I always tell them is this: even if you feel different from the traditional first year teacher, the one who studied education or completed student teaching, we are all feeling the same mix of emotions and asking the same questions.

One question that always comes up, and honestly still comes up for me every year, is this:

Are my lessons equitable?
Am I really reaching all of my learners?
What can I do to make sure that a student who is behind can still understand what is happening?

These are questions we all wrestle with, especially when we are trying to meet district expectations, follow pacing guides, and reach grade level standards. But here is the good news. It is possible to make learning equitable for every student using the materials you already have. Sometimes it only takes a few small adjustments.

So what does that look like?

First, really get to know your curriculum. What are the most important skills your students need to master in order to move on to the next grade or the next level of thinking? Are there parts that can be adjusted, either simplified for students who need more support or extended for students who are ready for a challenge?

Once you know your content well, the next step is thinking about how you deliver it. We teach in classrooms that are more diverse than ever, linguistically, culturally, and academically, so our lessons need to have flexibility built in.

Try offering different ways for students to engage with the material.
Can they work with a partner or a small group?
Can students who are stronger in a certain area support others in a way that feels respectful and empowering for everyone?

I love using partner work for this reason. It builds collaboration and gives students the chance to learn from one another. Just make sure your classroom culture is in place first. When students feel safe to make mistakes and know they are supported, equity becomes far more possible.

At the end of the day, making lessons equitable is not about rewriting your entire curriculum. It is about being intentional, reflective, and willing to adjust. And that is something every great teacher, new or experienced, continues to learn how to do.