CRI Classroom Practices

The Equitable Classroom Practices 2010 document is a research-based resource highlighting observable teacher behaviors that communicate high expectations to all students. These practices are grounded in decades of research, emphasizing the important role of teacher expectations in student achievement. Educators can help eliminate disparities in academic success by consciously and consistently demonstrating equitable practices.

This document draws on key theories, such as Geneva Gay's work on culturally responsive teaching, which advocates using students' cultural knowledge and experiences to make learning more effective. It also integrates insights from the Teacher Expectations Student Achievement (TESA) Interaction Model, which stresses the importance of equitable opportunities, effective feedback, and caring relationships. Equitable Classroom Practices 2010 is not an all-inclusive description of best instructional practices. The teacher behaviors and practices in this document reflect the research for communicating high expectations to all students.

Below, we have aligned each of the 27 practices with our Culturally Responsive Instruction (CRI) framework:

• Authentic: Real-world learning with accurate portrayals of diverse cultures.

• Inclusive: Ensuring all students' identities are valued and affirmed.

• Empowering: Fostering student agency and participation in learning.

Use this as a guide to reflect on and enhance your instructional strategies in alignment with your equity goals. By leveraging these practices, educators can reflect on their teaching, promote equity, and ensure that all students have the support and opportunities they need to succeed.