Sensitivity. With such a wide array of student needs represented in any classroom, it can be challenging to be sensitive to each and every one of them. Remember the following:

• Use gender- and culture-neutral language
• Use curriculum materials that portray people of different backgrounds, genders, and abilities in a positive light
• Be consistent and fair with discipline, making sure that any punishment is logically linked with the behavior and equitable across groups (Cotton, 1995)
• Be attentive to student interests, problems, and accomplishments both academically and socially (Center for National Origin, Race, & Sex Equity [CNORSE], 1996); students need to feel that teachers care about them unconditionally
• Establish rules that are clear and specific (Cotton, 1995)

Learning Influences. Acknowledge and understand how learning styles, cultural differences, intellectual ability, native language, and socioeconomic status are among the many factors that can affect the way in which students learn and the rate at which they learn (CCSSO, 1990b). Remember that it is the teacher who ultimately plays the role of mediating and transforming curriculum when representing learning content to students (Williamson, 1994).

Professional Development. Just as the school needs to be committed to the professional development of its staff, the teachers also need to take responsibility for furthering their knowledge and expertise. Their buy-in is critical to a successful effort. In addition to participating in school- or districtwide inservice activities, teachers can work in pairs or small groups on an ongoing basis to enhance their individual instructional techniques and classroom strategies.

Instructional Styles. Adjust instructional styles and classroom activities to meet different student needs. A variety of factors can affect the way in which students learn, including their cultural background, socioeconomic status, native language, intellectual capability, learning style preference, or physical disability (Heron & Jorgensen, 1995; Larke, 1992; Hilliard, 1991; Huber & Pewewardy, 1990; CCSSO, 1990b). Vary instructional approaches; try to appeal to a wide variety of learning styles and preferences. Teachers need to be flexible, adaptive, and able to diversify in many ways (Wilberg, 1995; Heron & Jorgensen, 1995; Barry, 1992; Udvari-Solner, 1992).

The Classroom. When contemplating classroom design and environment consider the following:

• Does the classroom environment encourage all students to trust one another, to take risks, to share ideas, and to learn successfully (Sleeter & Grant, 1986)?
• Does the social environment in the classroom help students to develop the requisite skills and attitudes for effective cooperation (Sleeter & Grant, 1986)?
• Do classroom influences (daily routines, material organization, grouping arrangements, classroom layout, etc.) have the potential to interfere with instruction and student learning (Larke, 1992; Lucas & Thomas, 1990)?
• Are classroom activities decentralized to allow for more one-on-one instruction (Heron & Jorgensen, 1995)?
• Are days structured around learning activities instead of schedules and bells? Are schedules flexible? (Markavitch, 1994; Golomb & Hammeken, 1996)
• Does the classroom provide a learning environment that is stimulating and allows children appropriate amounts of concentration when needed