Have you structured your mathematics approach to meet the needs of all your learners?
Do you teach students a bunch of different procedures then rate their daily performance with an exit ticket?
Do you spend days teaching students how to use a particular procedure, test them on the procedure, then proceed to tell them they cannot use the same procedure they worked so hard for the following week?
Do you do the upcoming lesson in the book simply because you don’t want to get behind your colleagues? Even when your students appear ready for the next lesson.
Do you have students memorize their 3’s times tables, post their progress, and then prevent them from moving on to the 4’s until they memorize the 3’s?
Do you practice CGI by doing word problem Wednesdays with your students? (FYI- word problems do not equal CGI math)
Do you repeat the same procedure over and over until your students get it or do you slowly increase the difficulty of problems until your students are performing at grade level?
Do you ask your students open-ended questions using words like “why” and “how” versus “what”?
Are you posing problems that reflect your students’ lives, their environments, their wonderings?
Are you looking for students to explain their reasoning with every math problem they do?
Are you providing number choices, a variety of tools, the open use of strategies, using a different student model to share their thinking every day?
If the same 1-2 students are sharing their work every day then this is a clear sign the instructional approach being used is inequitable.
Are you teaching with equity?