When possible and appropriate, address student displays of exclusion and intolerance directly, but use these as educational opportunities. 

Example

• From the example provided in Monash University’s  'Inclusive Education Guidelines: What can I do if a student displays anti-LGBTIQ behaviour in a tertiary environment?' (2019): during a group-based class activity, you hear some students use demeaning language as they proclaim, 'That’s so gay!' A preferable way to respond to this scenario would be to ask the students why they’re using the term 'gay' in such a way, then asking the student to reflect on how the use of the term as a negative might impact LGBTIQ+ people. This addresses the poor behaviour in an educational way, and signals to students who belong to the excluded group that discrimination is not normal or acceptable. 

For more guidance on how to handle poor student behaviour, refer to the Resolution of Unacceptable Behaviour – Conduct and Compliance Policy.

Frequently check students’ comprehension levels so that you can better respond to the skill levels of the students. 

Examples

• Consider surveying or polling students (anonymously) at the beginning of the class to check their confidence levels with different skills or concepts. This can be used to set students at ease (knowing there are others struggling with new concepts) and guide you during the class (indicating what topics need further explanation). Online platforms such as Google Forms, Poll Everywhere, or FLUX (Monash only) can be used for this kind of anonymous survey.
   
• Ask comprehension questions regularly to check students’ understanding. If teaching via zoom, consider inviting students to answer using the chat function. 
   
• Be aware that acquiescent response bias means that yes/no questions are more likely to be answered 'yes', meaning that asking 'do you understand?' is more likely to meet a 'yes' response, although this may not reflect the student’s actual understanding level. Try asking questions where 'no' answers reflect comprehension, such as: 'Would you like further clarification on any point?'

When talking to students about their work, ensure your feedback is constructive.  

Examples

• Be clear and explicit about how students can improve their work, providing them with some practical advice for the future.
   
• When providing feedback on assignments, refer to assignment rubric/marking guide if available.
   
• Comment on what the student is doing well. Focusing only on where the student is going wrong can be demotivating (Sarkany & Deitte, 2017).
   
• Encourage the students to ask questions about your feedback, and regularly check their comprehension and understanding of your advice.

Where appropriate, privately discuss students' learning needs and adjust your lesson or approach accordingly (Mortiboys, 2010, p. 112)

Further information

• If students disclose a condition to you, ask them what approaches are useful and, if appropriate, refer them to DSS. Be careful not to doubt or question their condition.

Allow short breaks in your classes or consultations to give students time to process information and rest. 

Examples

• This can mean planning breaks between activities, or factoring in time for reflection. Time for processing information and rest is particularly useful for a neurodiverse group of students.
   
• Some students require more time to answer questions or complete tasks for a variety of reasons. Build flexibility around activities into your planning.

Mental health conditions and neurodiversity may cause students to behave in a variety of ways. Be flexible in accommodating student needs so that they feel comfortable.

Examples

• Students may need to leave the room during the class. Be understanding if a student asks to leave the classroom, or if a student leaves abruptly. It can be helpful to mention at the beginning of a class that this is acceptable.
   
• Some students with anxiety, or Autism Spectrum Disorder (for example) may not wish to work in a group, or may ask to work with specific people. Giving students choices is a flexible approach which can make them feel more comfortable and accepted.

Make arrangements for support workers (e.g. notetakers, assistants, interpreters) who might accompany a student with disability. 

Examples

• When teaching a student who is assisted by a notetaker, scribe, or interpreter, direct your conversation to the student, not their learning assistant.
   
• Check if you need to pause, or repeat the information, for the support worker to catch up (Mortiboys, 2010).
   
• When using breakout rooms in zoom, ensure that the student and support worker are placed in the same room. This may mean manually assigning students to rooms.

Strive to be flexible in your consultation times and when scheduling library workshops, especially if you know a student (or a group of students) struggles to be on campus within certain hours due to work or family commitments. 

Why are they not coming [to classes]? Does it come down to the fact that they have to go and work from 5:00 till 10:00, ... or do they live ages away and they have to travel and don't have their own car and they’re limited to the campus bus … sometimes you’re simply not aware of what the issues are for them, and you try, as much as possible, to schedule things at times that are a bit more inclusive. – Library staff member

Further information

Students from low-SES backgrounds, as well as mature-age students and those studying part-time, are often 'time poor' due to 'balancing financial pressures, family responsibilities and/or significant hours of employment' (Devlin, et al., 2012, p.4). Empathising with this experience of time poverty, and understanding when students struggle to complete assignments due to these circumstances, can facilitate better teaching and learning experiences.

Create activities and resources which present information in multiple ways using a mix of visual, aural, verbal, and kinesthetic approaches, allowing for different kinds of student engagement and abilities. Be ready to change activities or formats if what you are doing is not working.

Examples

• You may have a written passage for students to read, then a video or activity which explains that information in another way, or in more depth.
   
• Disability Support Services (Monash only) can assist in developing materials for students with specific conditions.