Seeing students’ values in the classroom
Take a look around your classroom. What’s on the walls? Do you see anchor charts, mindset quotes, décor you love? Whose values are represented?
In We Got This, Cornelius Minor (2019) reminds us that students are thinkers, problem-solvers, and meaning-makers whose values shape how they engage in learning). In Dare to Lead, Brené Brown (2018) states that values aren’t just words. Values guide how we show up. In classrooms, that means students and teachers need to see values in action, not just posted on a bulletin board. When we model our own values and recognize those of our students, we create spaces that are authentic, connected, and purposeful. Students take more risks and invest more deeply when they feel seen and when what matters to them is honored. Students show up, mentally and emotionally, when their interests, cultures, and passions are reflected in the room (National Equity Project, n.d.). Their values aren’t “extras”; they are central to motivation, understanding, and classroom culture. How can teachers intentionally make students’ values visible?
Celebrate Student Work and Voice. Display projects, reflections, and artifacts that highlight student thinking. When students see their ideas represented, in the room or in digital spaces, it communicates that their perspectives matter. A simple routine, such as sharing an anonymous “favorite student quote of the day,” can elevate humor, insight, and personality.
Offer Choice and Ownership. Provide options in topics, projects, or ways to show learning. Choice signals respect for what students value and opens pathways for deeper engagement.
Build Conversation and Reflection. Invite students to connect lessons to their lives or share what they care about. These small windows into their thinking help you teach in ways that honor who they are.
Respond Thoughtfully. Provide feedback that acknowledges creativity, effort, and personal connection—not just correctness. This reinforces that students’ identities and ideas matter.
Creating a classroom that reflects student values isn’t just a feel-good idea. It’s an intentional classroom practice. When students see themselves reflected in the environment, curriculum, and daily interactions, they participate more fully, take academic risks, and develop a sense of ownership over their learning.
As Minor (2019) reminds us, students are capable and resourceful contributors to their own learning. When we make their values visible, we build classrooms where motivation grows. And when students feel seen, we can confidently say, ‘We’ve got this.’
References
Brown, B. (2018). Dare to lead: Brave work. Tough conversations. Whole hearts. Random House.
Minor, C. (2019). We got this: Equity, access, and the quest to be who our students need us to be. Heinemann.
National Equity Project. (n.d.). Culturally responsive teaching.
For more information, contact Shahida Persad ([email protected]), Program Specialist, T/TAC at VCU.
Categories Autism Spectrum Disorder, Inclusive Practices, Intellectual Disabilities, Math, Reading