As you have explored in this module, creating an inclusive and equitable learning environment starts with your actions and mindset, and your willingness to actively weave this into your teaching approach. However, you also need to promote an inclusive and equitable culture amongst the students you are teaching. Here are some strategies that may help to achieve this.

1: Code of conduct - classroom expectations and ground rules

You might want to create a ‘code of conduct’ with your students in your first teaching session with each new class or group, as part of an overall 'expectation setting' discussion about what you expect from them, what they can expect from you, and what they can expect from each other. If you have time, you can frame this as an activity and ask them to work in pairs or groups to suggest principles. Alternatively, you could write up a few bullet points, about things like being respectful in discussions and avoiding sexist, racist, ableist and other discriminatory language and actions. This makes it clear from the start that you are expecting the classroom to be an inclusive environment. By getting the students involved in creating and agreeing these ground rules or expectations, they hopefully will feel a sense of ownership of them and have less tolerance of classmates who break them.

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2: Dealing with discrimination in the classroom

If a student uses discriminatory or offensive language or actions in your classroom, whether directed at other students, at you, or in the abstract, start by calmly intervening and telling them that the language they are using or way they are expressing themselves is discriminatory and not acceptable. If appropriate, you could remind them of the agreed class code of conduct. Use your judgement as to whether this should be said in front of the class or whether you should speak only to the student. You may choose to ask them to make their point in a different way without using problematic language, or you may feel it is more appropriate to ask them not to continue their discussion at this point and call on other students to speak instead.

If other students are prepared to point out to the student what the problem is, or to debate with them, and you believe there is pedagogic value in this debate (that is, it will be a learning experience for students and has some relevance to the topic you are teaching), you may choose to allow this for a short time. However, you will need to closely moderate the discussion and intervene quickly if it becomes too heated or personal, so this is a strategy only to be considered by very experienced GTAs.

If the student continues to be discriminatory or offensive, or you feel unsafe or believe other students are being made to feel unsafe, you can ask the student to leave your class for today. Immediately after class, you should report the incident to the Course Coordinator and/or Course Director and ask them to follow this up with the student. Dealing with concerning or problematic behaviour is not usually a G/TA's sole responsibility, so we encourage you to discuss it with the Course Coordinator and/or Course Director.

If you are marking and a student submits any assessment or assignments containing discriminatory or offensive material, you should contact the Course Coordinator and/or Course Director and escalate the assessment to them. Again, escalation if you have concerns is the right thing to do.

- The University Code of Conduct sets out the University’s expectations of the standards of behaviour of all members of the University Community. Any offensive or discriminatory behaviour in the classroom would contravene this Code and may be grounds for disciplinary action.

- You can find more information on the University's commitment to being a safe, equitable and inclusive place to work and study in this guidance from the University PVC Equity's Office.