3.4 Teaching Diverse Classes

• Give "minority" students equal attention in class, and equal access to advising outside class. Don't overlook capable but less experienced students.
• Give "minority" students equal amounts of helpful and honest criticism. Don't prejudge students' capabilities.
• Revise curricula if necessary to include different kinds of racial and cultural experiences, and to include them in more than just stereotypical ways.
• Ensure that the teaching methods and materials you use are accessible to students with different learning abilities and disabilities
• Monitor classroom dynamics to ensure that "minority" students do not become isolated.
• Vary the structure during the course to appeal to different learning styles and modes of learning.
• Don't call on "minority" students as "spokespersons" for their group, e.g.: "So how do Moslems feel about...?".
• Recognise and acknowledge the history and emotions your students may bring to class.
• Respond to non-academic experiences, such as racial incidents, that may affect classroom atmosphere and performance.

Adapted from "General principles in teaching 'minority students'", in A Handbook for Teaching Assistants, University of California Santa Barbara (UCSB)