## Equal Opportunity Checklist

### Ethnic origin

- ❑ you show that you value all your students equally, by treating them with equal ❑ you show that you value all your students equally, by treating them with equal respect? It is the little things that count so much in making you a positive role model:
- • use of student's names (however difficult some might be to remember!) • use of student's names (however difficult some might be to remember!)
- • and giving equal help • and giving equal help
- • giving of smiles, engaging in casual conversation in your usual way before • giving of smiles, engaging in casual conversation in your usual way before and after the class etc
- ❑ you encourage students with English as a second language to practice their ❑ you encourage students with English as a second language to practice their English? E.g. encourage them to speak in class (even if it is a bit laboured, or they are uneasy about showing themselves up). Also encourage reading.
- ❑ you maintain high expectations of students from ethnic minorities, and not ❑ you maintain high expectations of students from ethnic minorities, and not interpret their limited English as evidence of their being a slow learner.
- ❑ you avoid cultural assumptions in activities or assignments e.g. 'lets do a ❑ you avoid cultural assumptions in activities or assignments e.g. 'lets do a Christmas collage.'
- ❑ you adopt assessment methods that do not unnecessarily penalise those with ❑ you adopt assessment methods that do not unnecessarily penalise those with English as a second language e.g. use plain English in assessments and assignments, and not rely exclusively on written assessments.

##### Multiculturalism :

Do you naturally integrate into the content of your courses, wherever it can be made relevant, material to:

- ❑ a world view. Showing the subject under study as a worldwide activity ❑ a world view. Showing the subject under study as a worldwide activity rather than adopting a narrow Euro-centric approach.
- ❑ the awareness and appreciation of the contribution made to the study area by ❑ the awareness and appreciation of the contribution made to the study area by non-white, non-Europeans. For example:
- • English classes: study of some Caribbean and some Chinese poetry • English classes: study of some Caribbean and some Chinese poetry
- • Mathematics classes: An appreciation that our number system is of Asian and • Mathematics classes: An appreciation that our number system is of Asian and Arabic origin.
- ❑ include non-white peoples in curriculum materials such as worksheets and ❑ include non-white peoples in curriculum materials such as worksheets and assignments. (E.g. use of Asian names in assignments, consideration of the Third World and North-South issues, etc.)
- ❑ understanding and appreciation of non-white, non-European cultures. For ❑ understanding and appreciation of non-white, non-European cultures. For example: examining the difference between the values and beliefs of different cultures, and encouraging an appreciation of these differences.
- ❑ student awareness of the experience of being in a racial minority. ❑ student awareness of the experience of being in a racial minority.