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interpreting both verbal and nonverbal cues.
    Your students may come from a variety of socioeconomic levels, as well. Those from families with high socioeconomic status (SES) tend to have stronger academic backgrounds, show higher school performance, and have access to more resources than those with lower SES. Those from lower SES backgrounds will need more support.
    We (the two senior authors) happen to currently work in a school that the rest of the world will soon resemble. A third of our students are of Asian background, a third are from Latino origins, and a third are “other,” meaning they are North American “whites,” as well as European. The majority of students speak another language at home, and many are immigrants. What this means is that as teachers we can no longer hold onto one reference point of expectations. There isno “dominant” culture to rely upon as a norm. Needless to say, this makes for some very challenging situations that require flexible attitudes for adapting how we teach to an increasingly diverse population.
    G ENDER
    Teachers need to provide equal opportunity for and interact equally with girls and boys. Title IX of the Education Amendments Act of 1972 guaranteed equal educational opportunity and, therefore, banned discrimination based on gender. In the early 90s, studies examined gender differences in the classroom and showed that boys received more attention from teachers than girls; are more likely to take advanced math and science and related classes; and continue in gifted and talented programs longer than girls. Studies also showed that girls received better grades from elementary through college, and though identified more often for gifted programs in elementary school, they did not continue in them. While later studies challenge these descriptions and indicate progress in this area, gender equity continues to be a focus area.
    Teachers need to be aware of their own behavior, biases, and how they use classroom resources. When planning activities, involve girls and boys equally and use cooperative learning. You can do this by assigning seats that have boys and girls sitting next to one another, assigning group members rather than letting them choose their own, and calling on girls and boys rather than letting them call out answers because boys typically answer more frequently than girls. Take some time to develop a monitoring system (like putting names on popsicle sticks to pull out of a jar, as described above, or recording on a seating chart) to assure you call on all students equally. Find instructional materials that have male as well as female models and examples and that challenge stereotypes. Encourage and praise all students in mathematics, science, and reading, not just those who obviously excel.
    S EXUAL O RIENTATION
    Your class is likely to contain gay and lesbian students as well as heterosexual students. Teachers need to establish a safe environment where teasing and sexual harassment are not tolerated. Several court cases in recent years point to the need for school personnel to take a more active role in this area. Whereas states and local districts vary in their positions on this controversial issue, teachers must emphasize respect for all people and immediately confront harassment of any kind. Let students know that name-calling and derogatory comments are not acceptable behaviors.
    D IVERSE A BILITIES
    Students with special needs today are placed in the least restrictive environment possible. Therefore, you are likely to have students with varying abilities in your classroom. You may have students with visual impairments or blind students, hearing impairments or deaf students, speech or language impairments, physical impairments, learning disabilities, attention deficit disorders, mental retardation, or emotional disturbances. Even within each disability, there is a range of differences. Therefore, it is important to look at the specific profile of each student to