# Inclusive classrooms: How can we put our ethos into practice? ![Sharad Goel](/sites/g/files/omnuum12666/files/styles/hwp_1_1__360x360_scale/public/vpl/files/240_sg.jpg?itok=_7Xr376Q) **Sharad Goel, Professor of Public Policy (HKS)**, teaches statistical methods in his application-oriented course, [*Law, Order and Algorithms*](https://www.hks.harvard.edu/courses/law-order-and-algorithms), and in the team-taught course, [*Quantitative Analysis and Empirical Methods*](https://www.hks.harvard.edu/courses/quantitative-analysis-and-empirical-methods). He emphasizes the importance of making course content relatable and relevant to students' lives and interests to enhance their understanding of quantitative analysis. In addition, he believes that this approach is the initial step towards fostering an inclusive learning environment. Last year, Goel joined the Faculty Learning Community on Disability and Learning at HKS, which allowed him to align his research and course content with his teaching method through a wide range of integrated practices. Straightforward examples include always ensuring to use microphones, repeating questions for clarity, describing visual content for students instead of assuming students can see it, and allowing a brief pause after asking questions to give students time to think. ## The benefits These methods not only enhance Goel’s own self-awareness about his teaching style but also help establish norms and expectations for an inclusive learning atmosphere. Additional strategies involve the use of [Teachly](https://teachly.me/), a tool that allows faculty to monitor student engagement and analyze one’s teaching patterns. Although Goel initially attempted to mentally keep track of student participation and be intentional about calling on different students, he has found the data provided by Teachly to be beneficial in promoting balanced participation, both in terms of who responds to and who poses questions. These techniques and tools can help teaching faculty embody inclusive practices in their classrooms in a way that can enhance – not inhibit – the course content. > ***“The framing of my class \[Law, Order and Algorithms\] is to make the world more inclusive, but we don’t always give thought to our local contexts. Let’s also think about what we can do to make our classrooms more inclusive.”*** ## The challenges Although Goel implements practical strategies that establish norms and rules for interaction and methods meant to foster an environment where students feel at ease expressing their questions and viewpoints, not all students feel comfortable speaking up and may need a little extra help joining the discussion, especially when English is not their native language. In response, [Goel and team built an AI tutor](https://www.youtube.com/watch?v=QWr-0Z1WSoI) that allows students to ask questions they may not want to vocalize in class and allows them to seek help in languages other than English. In courses that tackle polarizing or controversial subjects, maintaining civil and productive discussions can be challenging due to differing perspectives. However, Goel is committed to nurturing a classroom culture where students engage with issues in a respectful, empathetic, and constructive way. Recognizing that students may be hesitant to speak their opinions that deviate from prevailing viewpoints, he encourages broader participation through measures like anonymous questions and the creation of discussion norms. Anonymous polls can also be used to demonstrate the range of opinions present, reassuring students that their thoughts are not solitary and fostering a more inclusive dialog. ## Takeaways and best practices ### Start with the basics. While inclusive practices are not “one size fits all,” being intentional about auditing one’s own practices and taking small steps to encourage an inclusive environment – using microphones, repeating questions, and pausing after posing questions – makes a difference. ### Hold yourself accountable. When instructors utilize a technology like Teachly to illustrate where inequities and patterns of participation exist, they can better meet the needs of their students and use the data to improve their practice. ### Lay groundwork for difficult conversations. Be intentional about creating a classroom culture where students feel comfortable expressing themselves and see varying perspectives in a debate as an asset that pushes knowledge forward. By laying the groundwork for respectful engagement across differences, students are more likely to engage. ### Bottom line Making the world a more inclusive and just place shouldn’t only be a learning goal for students. As instructors, we should implement practices that foster inclusivity in our immediate classroom contexts. ## Related research [### Use of an Online Social Annotation Platform to Enhance a Flipped Organic Chemistry Course ](https://hollis.harvard.edu/permalink/f/1mdq5o5/TN_cdi_openaire_primary_doi_3edf0cc0257f3e772cd7cb62f76426bd) An online social annotation platform, Perusall, was incorporated into a flipped organic chemistry course sequence. The platform provides an interactive chat enhanced with social media features that facilitates student engagement with each other as they... [### Collaborative Online Annotation: Pedagogy, Assessment and Platform Comparisons ](https://hollis.harvard.edu/permalink/f/1mdq5o5/TN_cdi_doaj_primary_oai_doaj_org_article_561f4103b464423d81e5a3fdee908a44) Annotating a text while reading is commonplace and essentially as old as printed text itself. Collaborative online annotation platforms are enabling this process in new ways, turning reading from a solitary into a collective activity. [### Use of a Social Annotation Platform for Pre-Class Reading Assignments in a Flipped Introductory Physics Class ](https://hollis.harvard.edu/permalink/f/1mdq5o5/TN_cdi_doaj_primary_oai_doaj_org_article_2a22610bbac2444c8d335e9804bd22cd) In this paper, we illustrate the successful implementation of pre-class reading assignments through a social learning platform that allows students to discuss the reading online with their classmates. We show how the platform can be used to understand how... [ More Research arrow\_circle\_right ](/intopracticeresearch) ## Related resource [### Ask a Librarian ](https://ask.library.harvard.edu/) For questions related to course materials that may not be immediately available through social annotation tools like Perusall, Ask a Librarian. [### Interested in hearing from a faculty member using Perusall? ](/links/interested-hearing-faculty-member-using-perusall) Interested in hearing from a faculty member using Perusall? Watch this video of Professor Eric Beerbohm from VPAL’s Debate as Pedagogy event explaining how he used the platform to launch class discussions. [### Introductory video from Perusall’s founders ](https://www.youtube.com/watch?v=_PfAc0D2erk) Interested in learning more about Perusall? Check out this introductory video from Perusall’s founders [ More Resources arrow\_circle\_right ](/intopracticeresources) See also:- [ HKS ](/featured-faculty/hks) - [ Into Practice Issues ](/practice-categories/practice-issues) - [ collaborative learning ](/topics/collaborative-learning)