Thinking about students in terms of participation instead of "high" or "low" achievers is more than replacing one term with another; it encourages us to shift our focus to student activity as well as barriers to and supports for productive activity. It encourages us to create classroom spaces that draw on student strengths and invite the activity of each student, resulting in an increasingly positive and productive student-centered classroom. Teaching moves can work to equalize status in the classroom and help students see everyone's contribution as essential.