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Classroom Mgmt: variety of routines, procedures, and rules that are implemented to run a classroom smoothly
Student-centered: addressing the diverse learning and social needs of the individual in order to ensure success
Democratic classrooms: involving students on a regular basis to shape the classroom to best fit their own learning and goals

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Pedagogy: the method and practice of teaching and how it influences learners
Dialogic: having to do with dialogue; interactive

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Equitable: to be fair and impartial to all who are concerned
Inclusive: not excluding any parties that may be involved in any given situation
Diverse Learners: students of all abilities, backgrounds, and experiences

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Trauma-informed teachers and environments tie closely into student-centered, democratic classrooms. Being trauma-informed heavily covers student-centered education because as the teacher, I must be focused on the well-being of my students in order to help them be successful socially and academically.

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The pedagogical approach discussed this week was trauma-informed teaching. This pedagogy creates a student-centered, dialogic environment because it requires teachers to help with and interact with the experiences of our students. Regulating emotions was also a highlight of this specific pedagogical approach, and this is very important when it comes to the classroom. If the teacher is able to regulate their emotions effectively, in theory, they should be able to help their students (namely middle school students) regulate their emotions in tough situations as well (Berger et. al., p. 18).

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Learning about executive functioning is really important when trying to create more equitable and inclusive experiences for different learners. It is crucial that we understand the brain development of our students so that we are able to effectively introduce them to information. No matter where our students are at, if we can understand where they are at in their executive functioning development, we will be able to help them through different learning experiences better.

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Setting up classrooms in different ways is a key point in making sure that students of different abilities are receiving equitable and inclusive educational experiences. There are endless ways to set up a classroom, and it is up to the teacher to make sure that the needs of his or her particular students are being met. Teachers can incorporate flexible seating and interactive materials to create a welcoming learning environment that welcomes creativity and collaboration.

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This week we talked a lot about teacher presence in the classroom. Pedagogical approaches that require strong teacher presences breeds confidence in students and increases learning opportunities as well.

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Classroom management ties in very closely with a teacher's body language, emotions, and how the classroom is set up. If a teacher can effectively control themselves and command the attention of the classroom, while the classroom is set up in a way that fosters learning for the students, then it should smoothly present itself as a student-centered, democratic classroom (Berger et al., p. 10)

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In the Brown video, she talks about how students have shells, and how we need to create an environment that lets students feel safe to be vulnerable in our classrooms. I think this is a really important part of classroom management. It prove to be very difficult to manage a classroom and have expectations of our students if we re not willing to interact and listen to them as individuals with valid thoughts and feelings.

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In the Brown video, she mentions that it would be a mistake for teachers to call their students out for their mistakes in front of the entire class. I agree -- actions like that will cause students to feel embarrassed or shameful. Feeling these emotions is a normal part of being human, however, if they can be avoided in the classroom, I feel as though they should. Middle schoolers have a hard enough time adjusting to their environment; I don't think teachers should be making it harder for them.

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In the Blaine article, she mentions "how many times in a school day do students hear how much their teachers care about them?" I found this to be very powerful, especially in relation to diverse learners. Students who are learning and operating differently than their peers may feel like they are in a higher state of vulnerability, and it is really important for us as teachers to remind these students that the work they are capable of doing is good and that they are a valued part of the classroom community.

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As stated in Management in the Active Classroom (Berger et. al.), it is very important to have students contribute to the foundations of classroom management in any given year. In terms of establishing class norms, students are much more willing to adhere to those norms if they have a say in creating them. The students are more likely to make norms that are student-centered because they have a personal stake in them, and the collaboration creates a more democratic and fairly run classroom.

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As talked about in this session, almost anything a teacher does can be considered a part of classroom management, and it all has an effect on whether or not a classroom is student-centered and democratic. Creating routines, solidifying transitions, creating choices and options for students, and solidifying methods of communication in the classroom are all very important (Berger et. al.). Having students involved and held accountable for their behavior in the classroom will not only teach them skills and lessons for the world outside of the classroom, but will also help them be more successful and focused with their academics within the classroom as well.

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In this session, I feel as though we covered pedagogical approaches that were more authoritative in nature than other approaches. I think that having this type of approach, one where teachers are listening to his/her students and working with them to do what is in their best interest, is one of the key ways to create a student-centered and dialogic space. Rather than just talking at the students and making demands, the teachers exhibiting this type of pedagogical approach are working collaboratively with their students to create a safe space to learn and grow (Berger et al., p. 30-31).

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Pedagogical approaches vary slightly from teacher to teacher, but it is crucial that all classrooms have a sense of stability for their students. Without stability, students are left wondering what is expected of them and what they should be getting out of their time at school. Having a stable classroom centered around the students best interests will create an environment with limited behavior problems and more academic success.

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Making the creation of norms a collaborative process with all students in the class is one way to create a more equitable and inclusive educational experience for students (Berger et al., p. 30). In the process of creating these rules, the students have a say as to what they feel is right and not right. While the teacher ultimately has veto power, the students are feeling as if they have the control and they can have a say in what sounds fair and just to them in their own classroom.

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I believe that critique and feedback, as talked about in Management in the Active Classroom, is one area that a teacher can try and create a more equitable and inclusive educational experience. Critique and feedback of work needs to be thoughtful and constructive. It also needs to be individualized towards each specific student. If each specific student is receving valuable and consistent feedback from the teacher, it allows them to take that critique and apply it to their personal learning in a meaningful way. I think giving genuine and constructive pointers to students, rather than the general "Good Job" or "Not quite there" comments, levels the playing field a little bit and gives students an equal opportunity for growth.

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Classroom management can easily tie into how engaging classroom materials are. If students are bored, they are more likely to entertain themselves in other ways, such as talking to one another or misusing technology (phones, Chromebooks, etc). Having solid materials that keep students motivated to learn the material while keep classroom behaviors under control as well. Classroom management and how engaging a class is go hand-in-hand.

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Classroom management and opinions in the classroom go hand-in-hand. On one side, as a teacher, you want your students to be free thinkers and engage in complex ways with difficult topics, and on the other side, you want students to respect each other as they form their opinions. Creating a classroom management plan that incorporates these two very important concepts can be difficult, but it is completely necessary in order to create a democratic classroom environment -- a classroom environment where everyone feels seen, heard, and respected.

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Socratic seminars were a large part of this week's discussion, and socratic seminars are a classroom activity that can teach students so much about how class should go on. In these discussions, students are engaged in a conversation with each other with the teacher taking a stop back with facilitation if needed. During a isocratic seminar, students are listening to each other, sharing their ideas, considering all viewpoints presented, and reflecting on their own thinking. This specific type of discussion is student-centered, due to the fact that the teacher only inserts themselves when the conversation needs facilitating, and it creates a democratic classroom in the sense that students all have the opportunity to share their thoughts and feelings while being heard and respected by their peers.

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Making learning materials more interesting for students will keep them engaged in what is being covered during class as well as make them more likely to remember the information found in those learning materials. Focusing these materials towards students and how students learn best creates a student-centered classroom with student learning as the top priority.

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Engaging in hard and complex conversations with students about real-world issues is important if you want students to grow into engaged and active citizens as adults. However, as mentioned in class, it is key that teachers teach their students how to think and not what to think. Teaching students how to be independent thinkers will make the classroom more student-centered in that they will be the ones forming their own opinions on certain topics. In turn, a dialogic classroom space will form.

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A pedagogical approach discussed this week were class discussions -- namely Socratic seminars and fishbowl discussions. These types of discussions allow students to be at the center of the conversation. They are leading the conversations with their peers and engaging with each other's ideas. These types of activities force students to engage in critical thinking and reflection while building active listening and oral communication skills -- in turn creating a more dialogic space.

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The process of creating engaging classroom materials can be easily modified to create equitable and inclusive as well as engaging materials. A teacher is very easily able to modify slideshows and worksheets to meet the needs of their various students while still having these materials capture the attention of the students.

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This topic very heavily relates to equitable and inclusive educational experiences. The title of this lesson is "No, you're not entitled to your opinion," and that holds true in this question. Diverse learners are entitled to equitable and inclusive educational experiences no matter the opinions of the teachers around them. That being said, it is crucial that teachers check biases and opinions before engaging with students because their biases and opinions can very well have a negative effect on the students that they are interacting with every day -- in turn negatively affecting their education.

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Equitable and inclusive approaches directly relates to anti-oppressive work in the classroom. Equitable and inclusive approaches are steps teachers take to make sure that all students are receiving an education that is fair and a right fit for them. Anti-oppressive work in the classroom is work that combats biases, stereotypes, and negative opinions that may be affecting a student both inside and outside of the classroom. As a teacher, working to be anti-oppressive is working to be equitable and inclusive for your students. Kumashiro talks about troubling knowledge and discomfort -- engaging with troubling knowledge and discomfort moves us away from being complacent and settling for the limited knowledge we hold.