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"A certain degree of ambiguity or potential for different interpretations also makes for richer discussion" (Chowning, Socratic Seminars in Science).

Diverse learners have diverse experiences and Socratic Seminars have ambiguity that allow for different interpretations. They also allow everyone to share those interpretations.

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"The classroom should be arranged so that students can
look at each other directly, because the seminar is primarily a dialogue among
students, not between individual students and the  teacher" (Chowning, Socratic Seminars in Science).

Socratic Seminars creates a student-centered, dialogic classroom space because not only are conversations student-led, but the students are also immersed in meaningful conversations with one another.

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"The seminar format echoes the importance placed by the
classical Greek philosopher Socrates on empowering students, through conversation and questioning, to build their own understanding and to learn to think analytically.  Socrates responded  to students’ questions with questions of his own (rather than by simply providing an answer),  and thereby encouraged his students to look inside themselves for insights and for inconsistencies in their thinking"  (Chowning, Socratic Seminars in Science)

Socratic Seminars act as a foundation for student-centered, democratic classrooms because the teacher shifts the responsibility onto the students. They are pushed to build their own understanding.

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Teaching students to "recognize when a belief has become indefensible" can create a more equitable and inclusive educational experience because it keeps students from making oppressive statements with the claim that "they're entitled to their own opinion". Doing research on ones opinion can lead to the conclusion that their belief is indefensible.

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Teaching students to research their "opinions" so that they can defend their statements promotes a dialogic classroom space. Having knowledge on a topic allows for healthy discussion about a topic. If students can support their beliefs with reliable sources and information, they will be able to converse on a much more respectable level.

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"..teachers owe it to our students to teach them how to construct and defend an argument – and to recognize when a belief has become indefensible" (No, You're Not Entitled To Your Own Opinion-- Patrick Stokes).

Teaching students to "construct and defend" an argument promotes the democratic-classrooms idea that students should learn to take responsibility for their own behavior. They must be able to do the work to support what they say.

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Use appropriate font sizes so that all students may read/see the presentations/documents. Don't overcrowd slides with distracting elements that may over-stimulate or distract different learners.

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Using PowerPoint, utilize the effect that allows you to reveal answers one at a time to encourage discussion.

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Using guided notes so that students can practice self-management when filling them out.

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Individuals with different needs and assets, combined to make an efficient group.

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Students should be grouped carefully

Groups should be pre-planned

Individual group members have different needs

"Every group is made up of individuals with their own needs, which lends special importance to the teacher's role in student's group work. Grouping students should be just as carefully planned as any other part of the lesson" (Management in the Active Classroom, p.77)

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"Collaborating with peers around meaningful academic work supports students' healthy development, academically and socially, in ways that a teacher alone cannot" (Management in the Active Classroom p.77).

Collaborative skills are emphasized during group work. A dialogic classroom space is created through group work because of the amount of collaboration necessary.

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Group work is key to building self-management (a foundation for democratic classrooms). Group work allows students to work as a team with peers, giving them the responsibility to complete tasks without the direct teacher instruction. Students have to work more independently (a foundation for student-centered classrooms).

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Inquiry-based learning is inclusive because each individual learner decides where they want to go and what they want to learn. The process is made to fit each student.

"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" (IBL: The Power of Asking the Right Questions).

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Routines can create a more equitable and inclusive educational experience for diverse learners because many types of students benefit from routines. Routines can help all students because it can be reassuring to have daily experiences be predictable and sequenced. (This is especially true for students with Autism and other disabilities)

"Particularly for English language learners or students with special needs, routines support their ability to gain independence" (Management in the Active Classroom, p41).

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Use respectful words about race, gender, and community (Management in the Active Classroom, p.27)

Norms should be applicable to all members of the classroom community

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"The true art of teaching is to ask the right questions, become a thought partner (interaction during instruction), and then assist in students' discoveries" (IBL: The Power of Asking the Right Questions).

Inquiry-based learning makes the classroom space dialogic. With out a lot of discussion, inquiry-based learning wouldn't be what it is. The teachers ask the right questions to lead their students to new discoveries and interests that they can explore.

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Routines can help create a student-centered dialogic classroom space if you (1) collaborate with students when establishing routines- such as  collaborating to establish a "transition" routine between classes. And if (2) you repeatedly give your students feedback on their execution of different routines. Both allow for conversation between student and teacher.

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"The key element is helping students identify and articulate how they want to treat each other and be treated by others" (Management in the Active Classroom, p29).

Use the process of creating classroom norms to communicate with students and have discussions about what they want from each other.

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Inquiry-based learning acts as a foundation for student-centered, democratic classrooms because the students are often choosing what they are learning and exploring. In an article written by an inquiry-based educator, Georgia K. Mathis, IBL: The Power of Asking the Right Questions, she explains that her students choose a topic and then "the students plan how they'll investigate, design, and

create a product or project to then share with an audience". Giving the students an opportunity to take the lead and make decisions is a quality of democratic classrooms.

"I believe in student voice and choice and giving them
time to produce something that demonstrates acquisition of knowledge and understanding. I have them choose how they're going to prove to me that they learned something. When they've done that, we move on" (IBL: The Power of Asking the Right Questions).

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Routines help act as a foundation for student-centered, democratic classrooms. They help students practice self-management and learn how to run things themselves.

"Routines give students a roadmap for important moments during their day and allow them to internalize and take ownership of their choices and move quickly into new learning experiences. This internalization, engagement, and ownership is achieved through the mindful scaffolding of routines." (Management in the Active Classroom, p41)

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Classroom norms act as a foundation for student-center democratic classrooms when students get the chance to create and discuss their own norms.
Have students help create the classroom norms. As the definition of a democratic classroom mentions, in a democratic environment students help establish their own rules. Management in the Active Classroom (p.28) quotes Tricia Davis who asks her students, "What are your hopes and dreams for how this class is going to run?" so they get to have a say on their classroom rules/norms.

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Practice empathy and courage

All students will be struggling in one form or another and all students will struggle at some point in time

Make connections with each individual student and give support when needed

Support may look different for different people

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Instead of shutting down a student who is misbehaving (having power over them), choose to be vulnerable and explain how their actions make you feel and why they make you feel that way. Show them you care by explaining your feelings- that gives you shared power and opens up the communication between student and teacher.

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Be vulnerable to show that vulnerability is okay. Don’t ask students to do things that you wouldn’t do. Only ask questions you would be willing to answer yourself. Show students that you trust and care about them through your honesty. This form of classroom management puts the teacher and student on a similar level so the environment shifts to be more student-centered.

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the importance of respect

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Facilitate a welcoming environment with respect

Have different areas in the classroom that allow students to sit comfortably, escape, focus, etc. so that their different needs are being met

Create a classroom environment that affirms their culture and identity

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Be aware of triggers

Respond with respect and empathy

Differentiate instructional methods to appeal to all types of learners

After "high stress" instruction, allow for a relaxing moment to decompress

Be responsive to student needs

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"Consider teaching the [steps to manage stress] to your students as well. That way you can support one another collaboratively in a shared practice of calm and respect" (Management in the Active Classroom p20).

Teaching students stress management is a good way to help (1) students learn and practice handling their own emotions, and (2) it helps to create a place where the classroom communicates and supports one another.

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Communicate with students about their needs, emotions, and struggles. Discuss steps and solutions. To have a dialogic classroom space there must be discussion.

"The sooner we can attune to the motives behind students' behavior and help them identify what it is they really need, the better we will be able to work with them to identify new ways of coping..." (Fostering Resilient Learners, Soures and Hall, p29)

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Teacher roles act as a foundation for student-centered democratic classrooms from their voice, to the setup of the classroom.
Manage the class in a way that has mutual respect, trust, and belonging. Create a space that is respectful, active, collaborative, and growth-oriented.

"If the physical classroom itself works against the principles of self-management, much of your time will be spent 'fighting the space' rather than teaching and learning"..."If students' voices are reflected within the space, and they have an active say in how the space is used, they become naturally invested in keeping the space hospitable and pleasing for themselves, their peers, and you" (Management in the Active Classroom p.24).

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"Stressed brains can't teach, and stressed brains can't learn" -Turner
In relation to democratic classrooms: Treat students as responsible individuals- trust them enough to let them decide when they're in their "downstairs brains" and when they feel the need to see the school counselor, put their head down, take a walk, or take a break. This shows students they are their own managers and you trust them and want the best for them.

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Equitable: fair and impartial
Inclusive: "including or covering all the services, facilities, or items normally expected or required"
Diverse learners: "children and students of all abilities from racially, ethnically, culturally, and linguistically diverse backgrounds"

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Pedagogy: "the method and practice of teaching, especially as an academic subject or theoretical concept"
Dialogic: "involves ongoing talk between teacher and students, not just teacher-presentation"

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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: "the focus of instruction is shifted from the teacher to the student, with the end goal of developing students who are autonomous and independent, by placing the responsibility of learning in the hands of the students"
Democratic classrooms:  "a democratic environment in which students help to establish their own rules, take responsibility for their own behavior, and are strongly motivated to learn they do not need a manager"