- Critically investigate your own ideas regarding a discipline/course/syllabus as it relates to schooling in general.
- Recognizing and being transparent with students about the ways that we, as educators and practitioners, are critical, subversive and complicit (intentionally and not) about the discipline, its canon and academia as an institution.
- Reflecting regularly and frequently on your own teaching in conversation with other teachers, giving space to write about/reflect on conflicts arising in the classroom, lessons gone awry, student responses to activities and so forth–necessary to see one’s teaching as an evolving practice that intersects with the ongoing social current world.
- Providing opportunities and methods for working metacognitively in order to invite critical thinking and reflection on the classroom culture, learning experience, and social issues that intersect with the ways we are working.
- Allowing and supporting underrepresented ideas/voices/concerns to emerge.You are engaging in political action so engaging in a critical analysis on your end as well as with your students is important to carefully think through.
- Drawing connections between the personal and the subject matter/Drawing connections between current events and history.
- Engaging students with issues that interest them.
- Balancing out dynamics of power as “the teacher and expert”to empower students as experts as well.
- Creating multiple opportunities of differentiated learning and demonstrations of understanding.
- Creating opportunities to honor and showcase students expertise.
- Organizing collaborative learning experiences so that students learn to value different perspectives, learning modalities, and learn how to communicate and work across various forms of difference.
- Offering many occasions for low-stakes writing in order for students to express emotional and intellectual concerns related to their own learning process, current events, classroom issues, and also in leading up to big assignments, to get students comfortable with writing as a means of thinking and exploring problems that interest them without being graded
- Scaffolding assignments so that students can access the learning opportunities enveloped in an assignment–breaking the work down so that skills are conceivable, practicable, and accessible and allowing time so that the relevant, socio-political concerns raised by a given project have space to be deeply explored in a variety of ways.
- Co-creating assignments with students to enable ownership and investment in learning.
