A big misconception is that to maximize equitability in the classroom, instructors and TAs should maximize flexibility (no deadlines, no attendance policy, etc.) but high-structure course design increases equitability for students (per Inclusive Teaching by Hogan and Sathy). Although TAs don’t have complete control over the design of a course, we can discuss how TAs can increase the structure of a class through section design and activities, grading practices, etc., to increase equity in the classroom.