Preparing Students for Socratic Circles

Self-Assessment

Take time to consider the ethnic-racial makeup of your class and reflect critically on the ways your students’ experiences with schooling may be racialized. As you reflect, think about what the particular vulnerabilities and needs of your students may be. This insight should inform the content of the conversation as well as how it takes place. Asking yourself these questions can help ensure you are continuing to be equity minded as you plan.

Ask yourself:

What do I know about my student’s identities and cultures? How does my curriculum welcome and affirm them?

What do I know about their values, attitudes, and beliefs?

What do I know about their experiences and perspectives?

How do I know that I am not relying on stereotypes and assumptions?

How have I gotten to know my students? What activities have I done to foster connection making and encourage them to share their culture?

What skills are my students engaging with through this discussion?

How am I encouraging my students to gain knowledge?

How does this discussion help students understand power and equity?

How are students practicing critical thinking through discussion?

Questions adapted from Parker (2022) and Muhammad (2020).

Facilitating a discussion with a group of predominantly White, affluent students will be different from a class with an economically heterogeneous class with mostly students of color. Their needs, interests, and background knowledge will all vary.