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Classroom management: a term teachers use to describe the process of ensuring that classroom lessons run smoothly without disruptive behavior from students compromising the delivery of instruction.
Student-Centered: broadly encompasses methods of teaching that shift the focus of instruction from the teacher to the student
Democratic Classroom: allows students to choose what and how they will learn.
Google Dictionary

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I think that one classroom management strategy is to implement socratic seminars into your classroom. One of the points that Parker (2010) made in their article on page 12 said "they speak and listen to learn". I think that this really embodies the idea of a democratic classroom because giving the students a voice and control of their learning is the basis for a democratic classroom. So the students are speaking which gives them control of their learning and at the same time they are listening to what their peers are saying which helps them learn.

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Pedagogy: the particular method or style of teaching that you choose to use in order to approach teaching a specific idea
Dialogic: The ongoing talking or conversation between the teachers and the students in a classroom setting
Google Dictionary

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Equitable: Dealing fairly with students and giving students the same opportunity to be successful in your classroom (might give more resources to one student than another so they have same chances of success)
Inclusive: Having a space where students of all different backgrounds and abilities and seen as having value that they are bringing to the classroom.
Diverse Learners: The students in your classroom that bring different cultural or ethnic or learning abilities to the classroom that make them unique from all their other peers
Google Dictionary

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I think that one approach to be aware of when trying to create a student centered classroom space is reminding ourselves how much trauma plays a role in the way that they asked in the classroom.  "By understanding a piece of the “why” behind behaviors, you will foster a safe and secure environment in which “it’s OK to be not-OK (Souers & Hall). I think that this approach to viewing trauma will really help them to validate how they are feeling and take the pressure off them to be okay all the time. This can empower the students to have conversations in the classroom and create a student centered classroom.

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Thinking about the video this week and the executive functioning that our students utilize in the classroom we need to understand the difference that our students will most likely have in our classrooms. This shows that we will be working with diverse learners and understand that while your students will be pretty close to the same age we will see that their executive functioning is very different.

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A lot about knowing how to empower our students and give them control of our classrooms involves knowing who we are as teachers. In fact, knowing my students and my subject depends heavily on self-knowledge. When I do not know myself, I cannot know who my students are" says Palmer in the article. We need to be able to know ourselves before we can start to know our students. And when this happens we will effectively be able to turn the classroom over to them and empower them with democratic teaching styles.

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When I think about how to create a student centered classroom with dialogic space I think about who we are as teachers and how we share our heart to the students in our classroom. If we are not open then how do we expect students to be comfortable and vulnerable in talking in our classrooms? A quote from the Heart of a Teacher reading said: "...a diagnosis that will lead us toward new ways of being in the classroom simply by telling the truth about who, and how, we are. Truth, not technique, is what heals and empowers the heart" (Palmer). I think that I need to remind myself that it will not be the perfection of my technique that will heal the hearts of my students but the truthfulness of myself that will create this environment in my classroom.

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One of the various ideas that can create an equitable and inclusive classroom is by reminding myself that trauma can impact any and everyone in the classroom. A quote I found from the info graph said "Trauma does not discriminate" and  "No one is immune from experiencing stress" (Sourers & Hall). Making sure that the class is inclusive to all students with a variety of different trauma is a way to create an inclusive environment for diverse learners.

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A way that you can manage the classroom is by managing how we share with our lives with our students. What I mean by this is being vulnerable with our students and sharing about our lives. In the Brene Brown video we see that courage requires vulnerability. That means that if we want our students to be courageous to take chances in our classroom to be unafraid to be wrong and to feel safe in our classroom requires us as teachers to be real and vulnerable to them. That is another huge key to student centered classrooms that focus on empowering them by being vulnerable to them so that they will be successful in your classroom.

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One of the key approaches to creating a student centered classroom is a trusting relationship. I read in the article about creating a safe space in the classroom and a quote I found was: "By trusting myself in front of the class, by going forward even though I was vulnerable and afraid, I was showing that they were worthy of trust" (Blaine, 1). As we see the trust of us in confiding in our students will inherently create a more student centered space for them to work in.

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I think that sharing out about issues in our past or in our family or going on in our lives about race or mental illness or other issues that do not make the classroom equitable will create a more equitable experience in the classroom. By calling out the issues and bringing them into the light I think it can make students relate to you more and feel more comfortable to be who they are in the classroom. "In the example above, I made two key choices: to share a personal memoir that disclosed details about my family, including mental illness, and to tell the class how nervous I was to share it with them" (Blaine, 2). In that example we see how she shared out about issues that would pull people apart but by addressing it I believe it makes the classroom more inclusive to all students.

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One classroom management strategy that can help to create a student centered learning is creating classroom norms. In our textbook it said: "Crucial to the success of norms is your belief that you can hold students accountable to norms and they your students can hold themselves accountable" (Berger, Strasser, Woodfin, pg. 27). This shows how it is equally important for you to hold your students accountable to norms and they hold themselves to them. Giving them the ability to hold themselves accountable will create a more student centered classroom.

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I like the idea of allowing your students to decorate your classroom that was given in the article about the 32 strategies for building a positive learning environment. I think that this will allow the students to feel as though they got to construct the space that they will be learning in and was not simply decided by you. I also think that it would be good for creating dialogic classroom space because they could discuss why they wanted a poster or classroom set up their way and could come to a conclusion with their peers. "...you can start of the year with an instant investment" (Eudtopia, slide 10) is what they said about allowing their students to decorate the room and I think that gives space for student centered learning.

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In order to create a more equitable and inclusive classroom we are able to use the idea of co-creating the norms that will occur in our class with our students so that each students individual culture and background can contribute to the norms in the classroom. I do not want the norms of my classroom one day to simply math the background that I came from because that is so limited, but by co-creating them with my students it will inherently include the other cultures that can help contribute to the norms of my classroom. "Students know and appreciate immediately that they are not being asked to regurgitate your thoughts, but are genuinely included in the process of governing themselves and their classroom" (Berger, Strasser, Woodfin, pg. 30). This shows how noticeable it is and how equitable it will end up being in our classroom when we co-create norms.

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I think that clear expectations of our students is a key classroom management strategy that can help create student centered and democratic classrooms. Using the idea of routines can greatly benefit our students and allow them to be independent and therefore student-centered because they will not need our guidance as much because they will simply know the routines when they enter the classroom. "This is achieved by establishing concrete routines and rituals that students come to know and expect, and by practicing those routines and rituals until they are second nature" (Berger, Strasser, Woodfin, pg. 41). Using these classroom management strategies will greatly help the classroom to be democratic.

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Giving out classroom responsibilities is an approach to teaching that can allow students to be the center or learning while also creating space for conversation in the classroom. The reason that I believe this is because, for example, let's say you have a paper collector for you classroom. They will go around the class and get all the paper to turn in and during that time they will have small interactions with their classmates creating a safer and more comfortable environment. It also would work for other jobs and I think would help build peer to peer relationships in the classroom. It also is giving more control and responsibility to the students and less to the teacher making it student-centered. "By creating classroom jobs for students to handle regularly, teachers invite their students into the running and maintenance of the classroom" (Berger, Strasser, Woodfin, pg. 58). We see that this approach can help with both dialogic classroom and student centered ones.

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One of the key aspects of a classroom is communication both with the teacher and with the students. I think that when done correctly and intentionally this can lead to a more equitable and inclusive learning environment for diverse learners. "Much of what we focus on in this set of communication practices is less about what teachers say and more about how they "listen to" and respond to what they see" (Berger, Strasser, Woodfin, pg. 63). We see from this quote that when we listen to our students and observe their action we are using good communication strategies. By listening we will learn about our students and the different backgrounds that they come from and how it makes them apart of the diverse learners in your classroom. By listening it will allow you to use more inclusive strategies in the classroom and result in a ton of growth and inclusion.

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When thinking about how classroom management can set the foundation of student-centered and democratic classrooms inquiry based learning is a good strategy to consider. The use of scaffolding is essential for the inquiry based learning to take place and free students up to create a democratic and student centered classroom. "Inquiry is most successful when strongly scaffolded. The Types of Student Inquiry act as a scope and sequence to support learners in their journey toward Free Inquiry" (MacKenzie, pg. 4). We see here that by scaffolding the inquiry based learning it can lead to free inquiry which gives the classroom over to the students to be lead by their thinking and conversations between each other.

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In this week we focused on the inquiry of learning and how this pedagogical approach can create a student centered and dialogic classroom space. The way that this strategy of teaching accomplishes this is by asking good questions to our students that leads them into talking about it and making sense of the information based off the individual that they are and how they best think about things. This creates a student centered classroom by giving control of the direction to where the students thinking takes them while continuing to ask questions that direct them to the learning you had planned for that day. "Each student should be experiencing the unit in a different way because, as individuals, we are all unique. Inquiry-based learning helps them personalize the content in ways that make it truly meaningful to them" (Mathis, pg. 4). Clearly this approach will create a classroom that opens up spaces of being student centered as well as dialogic because of how it requires students uniqueness and personalization to make the information we are teaching meaningful to them.

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Through allowing students unique experiences and assets they have received from their community, home, or ethnic group to shape their learning this will inherently create a more inclusive educational experience for diverse learners. Inquiry based approaches to classrooms and schools can allow for this to happen. " Each student should be experiencing the unit in a different way because, as individuals, we are all unique" (Matthis pg. 4). We see that as individuals we are unique so our learning should reflect that. This thinking will lead to a more inclusive educational experience for diverse learners.

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When we think about classroom management it tends to go to rules, disciplines, and behaviors that are desired in the classroom. This however, can be limiting in the strategies you want to implement in a classroom that will allow student-centered learning and a democratic classroom. One key aspect of classroom management starts on the first day of school. Instead of telling your students all the rules and procedures that you have for them invite them into something. Invite them into being apart of the class, into learning together, and to knowing and being known by one another. This will open up the classroom to be more student-centered as well as democratic. "My number one goal at the end of the first day is not that they know the rules and consequences. It's that they're excited to be part of the class. That they run home to their parents and say, "Oh my gosh. I have the best teacher, I have this awesome class. It's going to be great" (Linsin, 2019). Inviting the students to do this with you is an effective classroom management strategy that will create this environment that you are looking for.

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One of the strategies that could be used to create a student centered and dialogic classroom space would be through the seating that you have your students in. One of the thoughts is setting them up in small groups where they are able to work together and talk through their work with one another. This would not only allow the students to feel more control in the classroom, but would lead to better discussions in the classroom. "You can use such a model to plan student seating (small group pods, individual seating, pairs)..." (Vaughn, Bos, Schumm, 2018, pg. 143).  We see that there are several different approaches to the way that you set up your classroom, but I think that the small groups will create the most student centered and dialogic classroom space.

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When thinking about teaching in the 21st century one of the major issues is the terminology that we use and the way we speak to others. Creating a school wide and classroom wide approach full of positive terminology can create a more inclusive and equitable space for diverse learners. "Promote equality and interactions with other classmates (e.g. remember to use the word friend instead of peer tutor, and say go together rather than take ___ with you)" (Vaughn, Bos, Schumm, 2018, pg. 309). We see here that the small ways that we speak to each other in the classroom can impact how our peers in the class feel. By creating positive terminology throughout the school and in the classroom it will include more people and make it a safer space for diverse learners.

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A strategy that is used in almost every classroom is getting the attention of your students through creative visuals, relevant issues, and so much more. I think that this strategy is effective in creating student centered learning because the design and way of getting the students attention is only based off them and their interests and what will get them excited. It is an effective way of creating dialogic classrooms as well by inviting in problems or issues that are relevant and going on in today's world. This will prompt good discussion and create a space where students are talking to each other about important issues. "We want kids getting in the practice of weighing information, grappling with difficult problems that don’t have clear answers, considering different points of view and data, asking for expert opinions, and ultimately coming up with the solution" (Wodatch, 2016). This not only creates a student centered classroom, but also creates a dialogic one as well.

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You can make the classroom more equitable and inclusive by the way in which you create you assignments. Making print larger for those students who struggle to see, bolding key words for students who struggle to read, and creating sentence starters for those who struggle to write are all ways that you can organize your assignments so that they are more inclusive in the classroom. "Creating assignments that maximize all students’ chances for success is a key part of inclusive pedagogy which not only benefits international students but all students" (NC State 2021). We see that these accommodations that are made in the classroom will help those students who might have more learning needs, but will also benefit those who do not have those needs which will create a more inclusive experience for the diverse learners in your class.

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When we were doing the asynchronous work for this week the focus was on helping to make sure that the work we are assigning them is well organized and that there is intention behind the design of our assignments. I think that this correlated well with how it can create a more student centered and democratic classroom because as you create these assignments your focus is on the student and how you can make it easier for them to follow. In addition to this you can intentionally leave space for conversations between students in the assignment by the way you organize it. "Being organized makes everything else easier. It helps you get to work faster without wasting time looking for stuff" (Lyness 2017). So, we see that being intentional with your organization can allow for the work to be more students centered where they do not need to ask as many questions as well as democratic.