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Classroom mgmt - The ways in which you set up your classroom and organize it, to best met the needs of your students.
Student-centered - Your teaching method that lets the students have the opportunity to lead, interact, and engage in the lesson.
Democratic classrooms - You give your students the opportunity to make their own structure based on their needs. It allows the students to be engaged and feel respected.

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Pedagogy - Your approach to your teaching and how you will set up your instruction to teach your students.
Dialogic - Giving your students the opportunity to speak, ask questions, and discuss with their peers

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Equitable - Students all have the same opportunities in learning no matter their background.
Inclusive - Classrooms that invite everyone to join and are welcoming and safe for every learner. An inclusive classroom is a supportive classroom.
Diverse Learners - Students who come from diverse backgrounds, races, and religions that are different from the backgrounds of other students in the classroom.

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"Teaching is listening. Learning is talking" - Deborah Meier

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In democratic classrooms, we help students make their own rules based on their needs but ultimately we want our students to feel respected. I think knowing the right ways to go about teaching students with trauma is important so that we can shift our perspectives, so that it prompts us to be more sensitive to a student (Souers & Hall, 2016, p. 16).

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A trauma-sensitive learning environment is a classroom, school, nook, or any other teaching location in which each and every student is healthy, safe, engaged, supported, and challenged (Souers & Hall, 2016, p. 3). Students with trauma are going to have certain things that trigger them. Using a practices that limit a students trigger or "lid-flip" and us as the teachers beings able to know those triggers and work through them, will help the student stay more engaged on their learning.

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Trauma can happen to anyone and it is toxic to the brain of any student and can affect their development and learning in a multitude of ways (Souers & Hall, 2016, p. 21). When and if you work at schools that are highly diverse, you should be aware of the different trauma you might encounter with your students. These toxic stresses can damage the architecture of the developing brain (p. 22) and it will be crucial to know how to support every student that is effected.

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Souers and Hall tell us in their article, "Creating a Trauma-Sensitive Classroom" that a trauma sensitive learning environment "is a classroom, school, nook, or any other teaching location in which each and every student is healthy, safe, engaged, supported, and challenged." This space for creating openness and safety will hopefully allow all of your students, especially ones who have experience trauma, to open up when and if they need and form a positive relationship with you and their peers.

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In Amanda Blaine's article, she shared how she was able to open up to her students, so that her students could hopefully feel comfortable and safe with sharing their own vulnerabilities. This classroom management style of openness and flexibility really allowed her students to be in a safe space for open conversations and sharing personal stories. This is what I hope I can achieve in my future classroom.

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There are multiple approaches we can and should take when we have students who are stressed in our classroom. The Fostering Resilient Learners article tells us approaches like, our behavior and attitudes, staying out of Oz, and committing to safe practices are all ways we can control and foster in our classrooms. I think when we are creating this space of control either within our emotions or behavior, we allow our students to feel safe as well.

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Blaine showed us just that in her article. If you go in with a vulnerable and authentic approach towards your students and almost let your guard down, they will feel comfortable enough to open up themselves. There is this sense of respect that was shown from Blaine to her students and then her students back to Blaine.

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Building a strong relationship with every one of your students is important in creating a classroom that is inclusive. When you learn as a teacher how all of your students work and learn individually, you are building a relationship with them. "Creating a Trauma-Sensitive" article tells us that strong relationship are at at core of safe, predictable, trauma sensitive learning environments.

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Blaine made this discussion inclusive for her students because she allowed everyone to share what they felt comfortable with sharing. She said they wrote what was real and that, "they treated each other’s topics with the same care and tenderness they had shown mine." So, her being this model of vulnerability gave every student in her classroom the same confidence to do the same, no matter their story or background.

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Lina Raffaelli in her article, "32 Strategies for Building a Positive Learning Environment," tells us that there are many ingredients that go into making a thriving learning environment. To have a student-centered classroom, you first need to start with forming good relationships with your students and taking the time to get to know them individually before jumping into lecturing the content. Their trust in you and them knowing you trust them will give them the abilities to lead and to feel engaged.

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One approach that I will start with in my classroom is having trust with my students. Lina Raffaelli says that letting your students make decisions in your classroom will help them feel like they helped create their environment and feel like they had a say. Co-creating classroom norms with your students embodies the essence of self-management. This approach will let your students know and be aware of that they are collaborative partners with you, are included in the planning process, and that they feel appreciated (Berger et. al., 2015, p. 30).

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Co-creating classroom norms with your students allows every students the chance to participate and use their voice to relate thoughts or ideas of what the norms should be. When these norms are followed seriously in your class, it will create a safe space for all your students that will allow them to express themselves authentically and support one another (Berger, p. 30).

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Ways that I can keep my students engaged and interactive is having good transitions (Berger et. al., 2015). Good transitions are ways that can lesson stress and chaos during this transition time. Ringing of a bell or chime to get students focused and centered or passing out my papers before students get into my classroom are ways that can help them focus with a clear head and lesson the moments of feeling stressed.

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Some approaches I can take that will set up my instruction that can foster student engagement is playing music during the independent work or transitions so once the music starts, students will go into independent work and once it stops, they will stop and pay attention. Having a smooth and good routine is essential to their engagement.

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Having a classroom that is inclusive is making sure that you are meeting every one of your students needs. Managing a classroom that is equitable is starting with your lesson and making sure it is planned out and flexible so that you can adjust it based on your students learning and background. Making sure every student is focused can be done by communicating the same to each of your students.

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Asking the right questions to your students should lead them to the content without guiding them to a particular answer. Having inquiry based on a student-centered classroom will leave room for open-ended responses (MacKenzie, 2016, "Bringing Inquiry Based Learning Into Your Class"). Free inquiry allows learners, with the support of the teacher, to construct their own essential question, research a wide array of resources, customize their learning activities, and design their own summative assessment to demonstrate their learning, which really sets focus on a student-centered classroom.

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Questioning is an important and powerful tool for interacting with your students and stimulating critical thinking. (Larson) When thinking about inquiry and creating a student-centered classroom, you can use the approach of free/open inquiry where students choose their topics without reference to only prescribed outcomes. (MacKenzie) With free inquiry, students can form their own questions, design investigative methods, carry out the inquiry itself and then presenting their results at the end.

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We can create an educational experience and classroom structure that works for everyone by encouraging your students to take a different approach of inquiry based learning/questioning. (Mathis) This goes for all students - you can meet with them one on one to give them feedback and guide them into their next steps of the lesson.

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Group work is key in building student self-management in your classroom (Berger et. al., 2015, p. 77). One way in supporting student's development, academically and socially, is the implementation of collaboration with peers in your classroom around meaningful academic work. Three classroom management aspects that can build success within the foundation of a student-centered classroom are giving clear directions, having good movement in your classroom, and group work. Each of these factors supports having a student-centered classroom because in having clear directions, their confidence won't suffer (Berger, p. 80), student will not feel constrained with good movement and volume (p. 84), and effective collaboration and group work will be essential for all students to succeed in the future and in citizenship (p. 88).

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A classroom management aspect that acts as a foundation for a student-centered, democratic classroom are socratic seminars. "Socratic Seminars in Science Class" by Jeanne Ting Chowning, tells us that within this seminar, students are participating in dialogue among students, not individual students and the teacher (p. 38). Not only do socratic seminars enhance student's critical thinking skills, these seminars are meant to be student-focused and lead with some teacher guidance. This type of discussion flow will increase engagement and get at a deeper understanding about topics.

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When students have clear directions, orally or written, this will clear the way for potential challenges in the lesson or activity, students will follow up with accuracy and group work cannot function successfully without a clear set of directions (Berger et. al., 2015, p. 78). Another approach is controlling the noise in your classroom. The most important learning in an active classroom often takes place when students are discussing or creating together (p. 82). So, having a noise scale that controls the voice level in the classroom can help keep the students on task and let them know what is expected.

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Some approaches you can take in order to create a student-centered classroom space around socratic seminars are, listen carefully, not putting your input in during the discussion as the teacher, refocus students if necessary, and guide the students to build upon each other and their responses. "Socratic Seminars in Science Class" by Jeanne Ting Chowning.

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Focusing on the blog, "Group Work vs Cooperative Learning", schools can focus on having positive interdependence in their classrooms which implies that the contributions of all team members is necessary for success. With cooperative learning, students are given the opportunity to hear the perspectives of other students and can lead to new understandings.

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With socratic seminars, this allows every student to speak. Each individual student is able to have their voices, opinions, and thoughts heard without judgment. The goal is to dig deeper into your thinking. These seminars support inquiry in the classroom and are in no form not allowing any student to not share their thoughts. This seminar allows students to build off of one another's ideas and hear new perspectives.