In many classrooms, teachers use a technique known as “fair sticks” to ensure that all students are called on equally. The idea is simple: each student’s name is written on a stick, and the teacher randomly selects one to determine who will answer the question or complete the task. In theory, this system should create a fair environment with no favoritism. However, upon closer examination, it becomes clear that fair sticks aren’t really fair – so why do we continue to use them?
Three key reasons explain why fair sticks fall short of their intended goal:
1. Human Bias Remains in Play
While the sticks are supposed to eliminate teacher bias, human error often impacts their use. For example, a teacher may inadvertently look towards certain parts of the classroom when drawing a stick or unintentionally select certain students more frequently than others. Moreover, if a teacher perceives that certain students might know the answer or struggle with the topic, they may consciously (or unconsciously) avoid the corresponding sticks.
2. Randomness Doesn’t Ensure Equal Opportunity
Using fair sticks does not guarantee that every student has an equal chance to participate over time. Probability is at play here: just because one student was chosen today does not mean they won’t be selected again tomorrow. As a result, some students may end up participating much more often than others simply due to random chance.
3. Ability and Preparedness Aren’t Equal Among Students
Fair sticks don’t account for differences in individual ability and preparedness among students. Some students may require more time to understand and process the material before they’re ready to participate effectively in class discussions. Others may feel anxiety about speaking in front of their peers and need additional support from their teachers and classmates. By using fair sticks regardless of these factors, educators may inadvertently create an environment where some students feel perpetually singled out or left behind.
Given that fair sticks aren’t as equitable as they seem, why do educators continue to use them? One possible explanation is the simplicity and low cost of implementing this approach. Writing names on sticks and drawing them randomly is a relatively easy process compared to other methods of ensuring fairness in the classroom.
Moreover, fair sticks can still offer some benefits. In some cases, they may increase student engagement by creating a sense of anticipation and randomness. Students may be more attentive when they know that their name could be called at any moment. Teachers may also appreciate the convenience of having a quick method for choosing who to call on without needing to rely on memory or intuition alone.
Despite their flaws, fair sticks can serve as a stepping stone towards creating more equitable classroom environments. However, it is essential for educators to recognize the limitations of this approach and seek out more comprehensive strategies to ensure that all students have an equal opportunity to participate and succeed in their educational journeys.
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Three key reasons explain why fair sticks fall short of their intended goal:
1. Human Bias Remains in Play
While the sticks are supposed to eliminate teacher bias, human error often impacts their use. For example, a teacher may inadvertently look towards certain parts of the classroom when drawing a stick or unintentionally select certain students more frequently than others. Moreover, if a teacher perceives that certain students might know the answer or struggle with the topic, they may consciously (or unconsciously) avoid the corresponding sticks.
2. Randomness Doesn’t Ensure Equal Opportunity
Using fair sticks does not guarantee that every student has an equal chance to participate over time. Probability is at play here: just because one student was chosen today does not mean they won’t be selected again tomorrow. As a result, some students may end up participating much more often than others simply due to random chance.
3. Ability and Preparedness Aren’t Equal Among Students
Fair sticks don’t account for differences in individual ability and preparedness among students. Some students may require more time to understand and process the material before they’re ready to participate effectively in class discussions. Others may feel anxiety about speaking in front of their peers and need additional support from their teachers and classmates. By using fair sticks regardless of these factors, educators may inadvertently create an environment where some students feel perpetually singled out or left behind.
Given that fair sticks aren’t as equitable as they seem, why do educators continue to use them? One possible explanation is the simplicity and low cost of implementing this approach. Writing names on sticks and drawing them randomly is a relatively easy process compared to other methods of ensuring fairness in the classroom.
Moreover, fair sticks can still offer some benefits. In some cases, they may increase student engagement by creating a sense of anticipation and randomness. Students may be more attentive when they know that their name could be called at any moment. Teachers may also appreciate the convenience of having a quick method for choosing who to call on without needing to rely on memory or intuition alone.
Despite their flaws, fair sticks can serve as a stepping stone towards creating more equitable classroom environments. However, it is essential for educators to recognize the limitations of this approach and seek out more comprehensive strategies to ensure that all students have an equal opportunity to participate and succeed in their educational journeys.
The post appeared first on .