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“The governing purpose of education in a democratic
society is to support, perpetuate, enlarge, and strengthen the
democratic way of life”
The theme that supports democratic education:
“six themes emerged—fostering relationships, empowering students, and teaching and using democratic skills, democratic educative structure, democratic teacher praxis, and obstacles”
-empowering students and teaching/using democratic skills
-a big part of democratic education is empowering our students, this makes them feel heard and welcomes, and more motivated to succeed
-teaching/using democratic skills helps our students recognize the democratic principles we use to teach them in an effective way to make them feel empowered and in control of their own learning

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-democratic education helps get the students to think critically
-students get to create an education experience based on what they think is best for them, and how they think they will learn best.
-students get to experience intrinsic motivation and independent learning journeys
-“classroom discussion contributes a particular kind of deliberate political socialization. This kind is democratically enlightening as well as politically engaging; it educates young people in the liberal arts of speaking and listening to other
members of the democratic public—people with whom they may have little in common and whom they may not like but with whom, nonetheless, they are politically joined” (Parker 2187)

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Strong democratic education demands that children be
encouraged to celebrate their identities and their culture, to
connect their intellectual and embodied work to their own
communities” (Ayer 3).
-a strong democratic education consists of listening and clear communication
-encouragement and support is a big part of it because the students need to feel capable of making decisions and having critical thinking
-their communities have a large impact on their democratic education experience

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-with behaviorism, we as teachers can be at the center of instruction and have control over the students learning and the content they learn, but we implement creative ways to involve the students and give them the freedom to create a Democratic learning space
-Pedagogical approaches can help stimulate a child’s development and motivate them to keep learning and help foster our resilient learners
-we can use pedagogical approaches to create a space centered around our students, not the teachers
-there are things we can control as teachers to give students a good learning environment and respond to stressed kids in better ways

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-we can sue classroom management to attend to students who are stressed or have experienced trauma and create an attentive and comfortable environment for them to succeed in class
-classroom management should help us as teachers make our classrooms student centered and attentive
-we have the power to control things in our classroom and be able to correctly respond and tend to our stressed (and all) students’ needs.

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-Understanding trauma informed circumstances
-“it is important to acknowledge some fundamental truths:
1. Trauma is real.
2. Trauma is prevalent. In fact, it is likely much more common
than we care to admit.
3. Trauma is toxic to the brain and can affect development and
learning in a multitude of ways.
4.In our schools, we need to be prepared to support students who have experienced trauma, even if we don’t know exactly who they are.
5.Children are resilient, and within positive learning environ-
ments they can grow, learn, and succeed” (Fostering resilient learners page 10).
-Incorporate positive learning environments to set students up for success

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-students learn better in a more controlled class with order and consistency
-when a classroom is set up well students can focus more and stay on task easier
-it causes less distractions when a classroom is set up well, therefore improving the student’s learning outcomes

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-classroom management can have a different affect on students, good or bad, depending on what it is and how it is delivered
-by having good classroom management, the students feel more comfortable and open to share
-they feel as though they have more control over what they learn and how they do it (a democratic classroom base)

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In a self managed classroom, the teachers still play a crucial role.
-they help the students when they need it
-they make sure the students are on task

-a self managed classroom is student centered and helps the students individually grow

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-Create a learning environment that encourages vulnerability
-we can use classroom management to create a space that students feel comfortable to open up and be themselves
-as teachers, we must also be vulnerable and we can express this through our student centered classroom and the ways we implement classroom management strategies

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-various classroom instructional strategies can be used to create an equitable experience for diverse learners by creating an environment that allows them to ask questions and express themselves in different ways
-we can use practices that give diverse learners different opportunities to succeed such as differentiated assessments
-by differentiating instruction as well we allow our students opportunities to learn in ways that are better suited for them

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-we can use pedagogical approaches to create the classroom environment that we want by implementing our own methods of teaching
-we can use methods that lead to student centered spaces where they feel comfortable and confident
-creating a space for vulnerability in the classroom from the teachers and student can be done by choosing methods fit for our students/class

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-having transitions, opening/closings, etc helps keep the class more organized and the students more on task but also engaged
-having routines help the students feel comfortable and confident in the class
-consistency and routines allow the students more room for creativity in their work

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-by being more prepared in our class we have more productivity and engagement
-creating things for our students to do helps them learn more and stay on task
-having and setting classroom responsibilities help students learn how to take care of their space and creates a better learning environment for the whole class

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-having nonverbal signals and Hanses his communication through actions instead of words and helps more diverse students that are not able to speak as clearly or understand as much verbal communication
-having choice in options for students help students gain maturity ownership and decision-making while also allowing them to choose what makes them feel the most confident in their abilities and therefore allows them to focus more and what they’re learning and keep them engaged
-Cleaning guidelines for using materials in space help students street and respect the resources, and helps the more diverse students by having or clear expectations and rules to set for themselves

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-building student self-management is a classroom management strategy so using group work as a classroom management strategy is key
-using group work to build collaboration skills and student connections
-grouping students accordingly for group work is an important classroom management strategy because the way the student work together in groups can depend on who they are with

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-social constructivism can be used by teachers using group work in the classroom but would limit groups to smaller sizes
-teacher modeling can enforce social constructivism and help students feel more prepared and interested
-behaviorism: if the teacher is at the center of all learning practices, the students feel more helped out and important

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-group work includes everyone and gives everyone a voice
-giving clear directions: this will allow the students to follow with accuracy and focus
-movement in the classroom

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-we can use classroom management to create student centered space that is diverse and addresses important topics
-creating an inclusive space where all students feel comfortable and accepted
-it is important to have a classroom environment that addresses harder conversations about topics that are relevant to our students

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-creating a space where students can affectively and respectfully “argue” or discuss from two points of view
-social constructivism: so the students can respond and respect others opinions
-constructivism: students need to experience

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-use instructional strategies that implement diversity and inclusion
-using practices that show our students how to address and accept diversity in the class with open arms
-allowing opportunities that help diverse learners experience equal opportunities and acceptance
-give diverse learners opportunities to express their opinions and thoughts by differentiating assessments and conversations