Grappling with inequities in physics learning is a central responsibility of physics instructors, yet little is known about how faculty do this important work. In a pilot interview study with twelve physics faculty, we asked faculty about: (a) their awareness of student experiences with bias, discrimination, and hardship and (b) the fairness of various common classroom instructional practices. Our analysis of three case studies shows faculty noticing inequities in their own classrooms and listening carefully to students' experiences with racialized, gendered, and/or socioeconomic injustices. We find that this listening and noticing supports faculty in: (1) taking actions to shift classroom dynamics, (2) reinterpreting themselves in relation to physics and critiquing physics culture, (3) linking up students with institutional resources, and (4) critiquing institutional practices. Therefore, we argue that faculty's listening and noticing not only supports faculty growth, but also has the potential to impact students, and the systems that students are embedded in.