Teachers learn about their particular students in order to design instruction that will support their learning and flourishing. They create opportunities within the classroom for students to show who they are and share parts of their identities if they wish. Teachers regularly check in with students outside of the classroom, including through one-on-one conversations and attendance at school events, and with families and community members. Teachers make use of their learning to tailor instruction for students.
Students enter classrooms with experiences, expectations, and ideas about themselves, the content they are learning, and the individuals who support their learning. The communities and neighborhoods in which they live shape and contribute to who they are inside and outside of school. Learning about students’ neighborhoods, communities, families, and previous schools can foster partnerships that can help to disrupt injustices that have persisted for historically marginalized groups. Teachers must believe that children matter and are sense-makers, acknowledging and appreciating the funds of knowledge students bring to school and seeing students’ strengths. By learning about students both as individuals with intersecting identities and as a collective, teachers can develop classroom culture, norms, and routines that value every student in the classroom. The work of learning about students extends beyond the classroom. Students’ families and community members are also fundamental sources of insight and resources for teachers. Learning from a variety of individuals and in different contexts builds a connection between teachers, students, families, and community members. It also provides teachers with the opportunity to gather information to support the improvement of instruction.