Take time to listen carefully to what all of your students are trying to say. Rephrasing a question or response may prove helpful, but try not to pressure your students when they are speaking.

Some international students may be from a culture in which education is more authoritarian, or where public dissent and debate are not encouraged. Creating an open and supportive environment in your classes will go a long way toward dealing with this problem.

Encourage international and ESL (English as a Second Language) students to speak in class, but do not push too hard. Sometimes the words we use, the speed at which we speak, or the culturally-based examples we use (e.g., examples drawn from television shows) will prevent international students from understanding what we are saying. A puzzled or bored look may be a sign that there is a problem with comprehension.

Always write new terminology on the board, define new terms and explain difficult concepts as graphically and concretely as possible.

Colloquialisms and irony may be ineffective when communicating ideas that we want the students to understand exactly. Address your explanations and clarifications to all students in the class, not just international students.

Many international and ESL students will benefit from opportunities to submit drafts of essays for preliminary comments and advice.

Students may be embarrassed to admit to difficulties of comprehension, so you might need to approach them outside class in a sensitive and personable way to ensure that they understand the material.

Students with learning disabilities may vary widely in the type of special accommodation they require. Specialized testing and recommendations are available through Services for Students with Disabilities.

Students with vision or hearing impairments may require note takers, copies of overheads and class notes, and special testing situations. If this is the case, notify your supervisor and ask for advice from Services for Students with Disabilities. Students who require note takers may solicit your help early in the term to find a volunteer. These volunteers will be trained and paid by Services for Students with Disabilities.

Students in wheelchairs may need few special arrangements, though you may want to leave a little extra time for them to arrive (especially in the winter months). Lab stations may require some modification in order to accommodate wheelchairs. In the case of emergencies, TAs should ensure the safety of their students. Some students with disabilities may require special assistance evacuating a building in case of emergency or an emergency drill.

Women students are more frequently interrupted when speaking, and instructors make less eye contact with female students. The implication for a woman is that her contributions are less important then those of the male students. Take extra care that no student is persistently interrupted and that you pay equal attention to all students in discussions and lectures.

Female students and instructors are more often judged according to appearance rather than accomplishments; and women's successes, rather than being attributed to intelligence, are more often seen as the result of diligence or luck. This degrades the academic struggles of women and inhibits them from striving to do their best. Judge students on their academic merits, and accord similar praise to all academic successes.

Certain academic projects or issues (or even disciplines) are seen as being particularly appropriate or inappropriate for women. These attitudes can inhibit women from attempting to enter non-traditional fields of study or research projects. Your job is to facilitate and enrich students' education, not to constrain or destroy it.

Language patterns, such as the regular use of male referencing, or of the generic "he" or "mankind" persist throughout the academic community. These patterns seem to exclude the historical contributions of women, and often make women in the classroom feel invisible or unimportant. Rather than saying "Man is descended from the apes," we can easily say "Humans descended from the apes." OR instead of assumptions of maleness, instead of "When a doctor finds a broken bone, he will. . .", we can either alternate examples from she to he, or use the more generic plural form (e.g., ". . .doctors find . . .they will").

Women students are often the targets of sexist jokes or other forms of sexual harassment in and outside of the classroom. As a general rule, if you think a joke may offend someone, don't tell it or tolerate others telling it.

Target these jokes both inside and outside the classroom. Serve as a role model by intervening.

Gay, lesbian and bisexual students often do not fit stereotypes. Gay, lesbian, bisexual and transgender students may be in wheelchairs, or they may be foreign students (to name some examples). Remember that you often do not know the sexual orientations of your students and coworkers—never presume someone's sexual orientation.

These students may be facing extra pressures. For example, the fear of coming out often carries with it concerns about how the GLBT student will be treated by the instructor and peers. Coming out also may be associated with the loss of friends and emotional support. On occasion these stresses may need to be taken into account.

Language often acts as a barrier. Discourage the use of disparaging terms. Use non-heterosexist inclusive language such as "life partner" or "committed relationships."

Where applicable, use positive examples of the contributions that GLBT people have made (e.g., inspirations of gay poets in literature). Silence about this kind of material can indicate exclusion. Using these examples also helps non-gay students see GLBT people as positive role models.

Internal heterosexism and the lack of role models often control the disciplines and professions that GLBT students enter. Encourage students equally to pursue their interests beyond the limits of traditional or stereotypical fields.

If a student comes out to you, treat the information with total confidence. You may direct students to a number of resources on campus.

Confront racial slurs and associated jokes both inside and outside the classroom. Do not use or tolerate the use of language that discriminates against any person of color. Serve as a role model by intervening.

A student's race tells you nothing about his or her background and abilities.

Remember that different racial and religious groups often celebrate different holidays. Some students will miss classes that conflict with their religious or cultural celebrations.

Encourage students to voice different views or perspectives freely; furthermore, give these views consideration and support where possible.

Learn each student's name and how to pronounce it correctly.

Acknowledge each student's statement as it is made. This lets students know from the very beginning that their thoughts have a place in the classroom, that there are differences, and that the differences will be tolerated.

Accept all views as worthy of consideration. Don't permit scapegoating of any student or any view. Team up with a student who is alone out on a limb.

Play the devil's advocate for the least popular view.

Students are encouraged to expand their boundaries when asked to come prepared to articulate a defense of that posture.

Ask students to discuss racial tensions or cultural outlooks when they come up in class or in the materials. Make the classroom norms explicit.

Challenge students by encouraging them to meet ambitious goals, but provide the support they need to meet these expectations.

Avoid terms or expressions that might be offensive. If you use fictitious names or examples in discussions or on exams, use names from a variety of cultures.

Use eye contact with all students; be open and friendly outside of class.