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Classroom Management: "Wide variety of skills and techniques that teachers use to keep students organized, orderly, focused, attentive, on task, and academically productive during a class" (The Glossary of Education Reform).
Student-Centered: "Educational programs. learning experiences, instructional approaches, and academic-support strategies that are intended to address the distinct learning needs, interests, aspirations, or cultural backgrounds of individual students and groups of students (The Glossary of Education Reform).
Democratic Classroom: "Engages students in building a strong classroom community, taking responsibility in co-creating curriculum, and engages in critical dialogue on issues that impact their lives" (Collins, et al., p.1)
Response: When classroom management is done in a way that brings the classroom together by having students help facilitate and establish classroom community rules, the students are more likely to abide by those rules since they, as a group, made them. Allowing students freedom, discussion, involvement, and equality gives them the feeling of a community and teacher-student democracy rather than a teacher dictatorship over students (Collins, p. 3). Empowering students and listening to their concerns, advice, and opinions lets them know that the teacher cares and wants to do whatever they can to benefit their students and their democratic learning. This kind of classroom management allows for teachers and students to learn how to be equal, active members of a community. Decision making should be shared (Parker, p. 2826).

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Pedagogy: "The theory and practice of teaching, the strategies employed in order to teach, the specific interaction of teacher and students, the instructive content used, the combined goals of the learner and teacher, and the way the content is presented and delivered to the learner" (ServeLearn).
Dialogic: "Relating to or in the form of dialogue" (Oxford).
Response: Students become more active members of their classroom community when in their learning environment they're learning about their cultures, real-world applications, and they are empowered and encouraged to do so. Discussion-based classrooms and activities allows for more students' brains to work together and enlighten other students and the teacher on different perspectives and ideas, giving students a voice. Giving students the opportunity to use their voices instead of the teacher constantly being the voice empowers them to speak more and allows for the other students and teacher to really listen to what they're saying. When a group (or classroom) works together to understand something, it allows for clarification, explanation, and listening. When the teacher becomes the listener, and is an engaged, active listener, it gives students the dialog in the classroom (Parker).

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Equitable: "Educational models, programs, and strategies that may be considered fair, but not necessarily equal" (The Glossary of Education Reform).
Inclusive: "Not excluding any of the parties or groups involved in something" (Oxford).
Diverse Learners: "Children and students of all abilities from racially, ethnically, culturally, and linguistically diverse backgrounds" (Oklahoma Department of Education).
Response: Diversity is essential for a beneficial education. Creating a trusting and equitable classroom environment allows for all the students to be heard and listen/hear their peers (as for the teacher too). When classrooms are discussion based, it allows for an "array of alternative interpretations" from students with many different experiences, cultures, and identities (Parker, 2826). Allowing students to share these experiences, cultures, and identities gives other students the opportunity to learn about other experiences, cultures, and identities other than their own while also making the student sharing feel empowered and heard.

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Classroom management can be the foundation for a student-centered democratic classroom by the way the teacher responds and reacts to events, disruption,  etc. in the classroom. Managing the classroom in a way like scenario A, C, D, and E on page 30 of Fostering Resilient Learners does not create a safe environment and only intensifies students' stress and trauma. Responding to a class disruption like scenario B, helps build relationships with students, understand the why behind their behaviors, and keeps them in the classroom, where they should be (Berger, 2015, p. 30). In order for the students to be the main focus of the classroom, the classroom must be managed so that they stay in the classroom and are safe and comfortable there too (Souers & Hall, 2016).

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In order to create a student-centered, dialogic classroom, the students must first be comfortable in the classroom environment and given the opportunity to express their opinions, thoughts, problems, etc. It's important that the teacher is using Executive Functioning and delivering material in a way that reflects the students' strengths for executive functioning depending on which grade the students are in since different functions develop at different ages. The teacher needs to understand the mental processes and complexities of executive functioning to better help students set and reach achievable goals in the classroom. Different presentations of material and task assignments can enhance a dialogic classroom like free journal entries, whole class discussion, and real world application.

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Approaching various classroom and school activities and lesson plans in an open-response, discussion-based, and a caring manner can help students receive an inclusive and diverse education with the openness of student experience. To achieve a more equitable and inclusive education, it's important to notice the signs from students if they're not paying attention or they're acting up in class. Removal from the classroom excludes them completely and can limit other students learning by having one less brain in the classroom that may have different thoughts than their peers (Tucker, 2017). Figuring out students' executive functioning strengths gives them a more individualized, inclusive, and equitable education because they are then learning in a way that is most beneficial to them, which may be different than their classmates.

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Managing a classroom as a trauma sensitive classroom lets students know that their individual needs are a priority and you are willing to work with them and get to know them to create that space. Treating students' behavior or misbehavior as "an expression of need" rather than a student acting out and needing punishment, allows students to know that their feelings are valid and they won't be punished for feeling a certain way. (Fostering Resilient Learners Handout). Managing the classroom in a constantly safe, predictable and consistent way allows for students to know what is expected and how they can achieve the high expectations put in place for them to be successful.

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In order to be a good teacher who can create a student-centered, dialogic classroom, they must first have a strong sense of themselves, their subject, and their students (Palmer, pp.2-3). Teachers can accomplish this approach by creating a community of connectedness, interest, and dialogue by being vulnerable in the classroom and sharing, not only their public life, but their personal life, too. Doing this can create a classroom environment where students are then encouraged and want to be vulnerable and that their vulnerability is valued. Another approach would be working to reach each students inner teacher (Palmer, p.11). When a teacher is fully connected with their own inner teacher, they can reach, speak, and connect with students' lives and inner teachers as well. One last approach is creating a trauma sensitive classroom where students feel comfortable and safe. Students are more engaged when their needs are valued and teachers reflect their needs by making changes in the classroom accustom to them.

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The way teachers react to situations in the classroom reflects their classroom management. Shaming and humiliating students are not management techniques for a student-centered, democratic classroom. When teachers focus more on the behavior that the student modeled rather than the student themself, it lets the students know that they are not problem, their behavior in the moment is the problem. For example, if you tell a student that they are bad, it gives them the trait of being bad and unfixable. If you tell a student that their behavior is bad, it is a reflection of their behavior, not them, and it can be fixed. Switching up the language used in the classroom by replacing one or two words can make a huge difference in the way students feel in the classroom when being managed.

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In order to create a student-centered, dialogic classroom space, vulnerability must be welcomed with open arms. When the teacher takes a risk of modeling genuine vulnerability, it shifts the entire environment of the classroom and their learning experience (Blaine, 2014). Not only does being vulnerable open up the classroom to deeper, more thoughtful discussions, it creates an "emotionally safe space" for students to share and write with each other and the teacher (Blaine, 2014). This cannot be accomplished without the teacher first taking the risk of being vulnerable. Being vulnerable with your students shows you trust them and, in a way, brings the attention to them.

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Creating a more equitable and inclusive educational experience for diverse students can include getting to know students personally and avoiding shameful, guilty, humiliating and embarrassing situations. This means students must also be comfortable sharing qualities about themselves with the teacher. This comfort and trust can be formed by being vulnerable with students.
Being vulnerable with students "can promote deeper thinking, strengthen your relationships with students, and prompt more authentic responses" (Lutz, 2018) from all students and encourage comfortability for diverse students.

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Each student is an individual who needs to be treated as an individual with individual needs. Building strong relationships with your students to understand their backgrounds and past traumas can help you with the way you teach them and respond to them. Once you are aware of your students' traumas and triggers, you can then avoid them and have a predictable and trauma sensitive learning environment and classroom. Getting to know students as individuals and not categorizing them and their actions into groups is important for them to feel valued and heard. Focus on connection rather just interacting (Creating a Trauma Sensitive Classroom).

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Creating class norms and connecting classroom norms to school-wide norms are both classroom management techniques that can be adjusted and co-created to fit the students needs better. Co-creating class norms are personalized to the class, value student opinion, and "embodies the essence of self-management" encouraging students to uphold their own norms in their classroom community (Berger, 2015, p.30). Co-creating inspires a student-centered space and democratic environment. Connecting class norms to school-wide norms motivates "coherent and consistent expectations" that "support students on their journey to self-management" (Berger, 2015, p.34). Overall, creating classroom norms and connecting class norms to school-wide norms is a process to help students start the year off in a student-centered, democratic classroom where the co-create the classroom environment.

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How students are communicated to when receiving problem solving or consequences for poor choices is very important when creating a student-centered, dialogic classroom space. When designing consequences, if you have a strong and healthy relationship with your students, negotiating and discussing realistic consequences can help the environment feel more student-centered (Berger, 2015, p.38). Discussion of co-creating classroom norms is also important for students to feel comfortable sharing, trusting, and being honest in the classroom from the start of the year. Co-created classroom norms "create the safe, bounded space that allows students to express themselves authentically, support one another, and feel safe enough to take risks and make mistakes" (Berger, 2015, p. 30). When co- creating classroom norms is one of the first things done at the beginning of the year, students already experience, will expect, and be comfortable with the student-centered, dialogic classroom environment.

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Actively taking every student suggestion for classroom norm and school-wide norm changes and creation seriously and for consideration creates a more inclusive environment and lets students know that their opinions and needs matter. Actively engaging with every suggestion allows students to feel valid for individual needs in the classroom. Problem solving and consequences should be known and consistent throughout the classroom. However it's important that students know that each scenario and consequence may be handled on an individual basis, especially for students in the classroom with IEP's. Fair consequences are not always equitable consequences and in order for students to have the most inclusive and equitable educational experience, they need to be treated individually and have personalized problem solving as well as realistic consequences (Berger, 2015, p. 37).

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Establishing and co-creating classroom routines with the students creates a student-centered and democratic classroom environment. Transitions, First 5/Last 5, paper management, student-led guidelines, and classroom responsibilities are all routines that can be adjusted to put the focus on the students and create that democratic environment. More specifically, transitions can be combined with student interests like "artful silent movement, music, dance, gestures, chants, or percussion" to be more efficient for learning and purposeful to the students (Berger, 2015, p. 42). The first 5 minutes/last five minutes of class should be predictable so students can experience and become more independent in the classroom while also connecting the content to students. Lastly, student-led guidelines and classroom responsibilities provide students with trust and power with the classroom materials, resources, and special responsibilities by co-creating the implementations and actively contributing to the classroom. All of these routines focus on the students and creating a more equal environment among teacher and students.

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Some classroom management ideas that create a more student-centered and democratic classroom are increasing wait time after asking a question and adopting an inquiry-based learning environment with more higher order thinking questions. Increasing wait time after asking a question also increases student response and quality of their responses encouraging more in-depth thinking and benefiting student overall understanding and learning. Adopting an inquiry-based learning environment and routine encourages students to take more risks and different approaches to responding to higher order thinking questions increasing perspectives on the topic/unit being learned. Ultimately, this focuses the learning on student responses and shapes the discussion for the class making the classroom environment more student-centered and democratic.

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Active, appropriate, and positive communication among students can be established through nonverbal signals and critique and feedback. Noticing, encouraging, and focusing on positive behaviors gives other students opportunity to take responsibility for what they should be doing (Berger, 2016, p.63). Using nonverbal signals helps silently redirect students without calling them out and drawing attention to them. Students can also use hand signals to communicate with the teacher or other students giving them a sense of independence. Communication and dialogue through critique and feedback of the teacher should model how students can use it formally or informally with other students. Through powerful and specific critiques and feedback, students learn to appreciate honest assessment and it encourages them to naturally be kind, specific, and helpful when they are providing feedback and critique themselves to their peers (Berger, 2015, pp. 72-73).

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Teaching in an inquiry-based learning environment encourages students to thoroughly respond to higher order thinking questions. Providing students with more time to respond to higher order thinking questions when asked allows them to "formulate a higher-quality response" and spark discussion among classmates and the teacher (Larson, 2013). Figuring out where the students' interests are within a topic can be discovered through responses to discussion questions and higher order thinking. Running with their responses, curiosity, and excitement instead of strictly staying on the original path guides students to their own path of discovery and encourages further student-centered learning and dialogue (Mathis, 2015).

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With the diversity and multitude of options that can be used for classroom routines within transitions, first 5/last 5, paper management, student-led guidelines, and classroom responsibilities, an equitable and inclusive education should be abundant. All of the routines listed can be adjusted, co-created, and specifically made for the students in each class. For example, if you use music during your first 5/last 5 or transitions, you can have a submission box that allows students to submit their (appropriate) songs to include all music interests and every student. This can make them feel valued and enjoy transitions and first 5/last 5 more. Universal paper management can be used but if students are comfortable with a different system and it works for them, allowing them to do their system allows for a better and more individualized educational experience for them. Student-led guidelines and classroom responsibilities can differ from class to class and be individualized to fit the needs of each class period. Specific jobs and responsibilities can also be created to make all students' needs met and help everyone feel included and important in the classroom.

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The learning approach of inquiry-based learning creates more equitable and inclusive educational experiences for diverse learners by individualizing the curriculum for each students. An inquiry-based learning environment helps each student "personalize the content in ways that make it truly meaningful to them" (Mathis, 2015). By asking the right higher order thinking questions in the classroom, it can guide student's discovery and encourage their curiosity to bloom in their own ways. When inquiry-based learning is utilized, students start to create their own higher order thinking questions based on what is taught, what they have experienced, and what they want to know about the unit/topic (Mathis, 2015). This way of education individualizes learning by letting students choose how they want to demonstrate their understanding through Guided Inquiry (MacKenzie, 2016). Allowing more choice and encouraging students to start coming up with their own higher order thinking questions encourages influence from personal reactions and experiences making the environment of an inquiry-based learning environment more equitable and inclusive for students.

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Group work and group discussion are excellent tools to use in the classroom. In order for these tools to be successful at providing a student-centered, democratic space, classroom management is essential. Going over explicit norms, protocols for group work/discussion, and provide instruction/practice using appropriate language (Berger, 2015) for expectations during student collaboration is a good foundation for student-centered, democratic classrooms.

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PowerPoints that include a fun slide of the reminders of classroom expectations and having a fun, creative way for students to read the expectations can give students a sense of independence and centeredness creating a student-centered, democratic classroom.

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Collaborative learning is a pedagogical approach that can create a student-centered, dialogic classroom space. Collaborative learning allows learners to work with other students and discuss their findings, questions, and thoughts with the "intended consequence of accomplishing tasks together is to help students learn the complexities of solving a problem and promote deeper learning through doing" (University of Nebraska, 2015). This gives students the opportunity to learn through a student-centered, discussion-based approach.

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Various pedagogical approaches, like creating PowerPoints with appropriate details, fonts, and images, helps "engage multiple learning styles and increases spontaneity and interactivity" (Common Wealth or Learning, 2018).

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To create a more equitable and inclusive educational experience for diverse learners, creating PowerPoints that include bolded words, less words per slide/bullet point, appropriate sized font, images to go with the text, and bullet points popping up one at a time are beneficial to their learning.

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A more equitable and inclusive educational experience for diverse learners can include allowing different volumes of talking and movement in the classroom. "Productive buzz and movement are essential parts of learning" (Berger, 2015) and give those students who need more movement in the classroom to feel more comfortable and be more productive in the classroom. This classroom approach makes the classroom a more comfortable and safe environment for diverse learners.

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Having students back up their statements with resources is a classroom management and expectation for a student-centered, democratic classroom because it teaches students that "[They] are not entitled to [their opinion. [They] are only entitled to what [they] can argue for" (Stokes, 2012). This creates a more respectful environment between the teacher/students and student/student where students (and the teacher) are all on level ground and more student-centered instead of teacher-centered. The teacher is also expected to have evidence to back up their statements as that is what is expected from the students.

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When creating a student-centered, dialogic classroom space, it's necessary to "teach them how to construct and defend an argument- and to recognize when a belief has become indefensible" (Stokes, 2012). Providing students with the tools to be successful with this concept can be done various pedagogical ways like explicit instructions, visible learning, and thinking skills. Calling students "philosophers" or "experts" after they have done their research encourages more active learning and allows them to be the center of the statement and in control. Not only does this create a more dialogic classroom, but it helps students understand the idea of having reasoning and research to back up their ideas and statements inside and outside of the classroom.

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To create a more equitable and inclusive educational experience for diverse learners, evidence-based discussions help eliminate misconceptions and correct prior knowledge on topics and identities. Less opinionated statements and more evidence-based statements allow all students to receive accurate information and has the
"ability to evolve and individualize" what students are learning (Knowles, 2017). Evidence-based discussions create a more equitable and inclusive educational experience for diverse learners as well as for all learners relaying accurate information rather than opinions.

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Allowing students to challenge and question oppressive lessons (unintentional or intentional) instead of silencing or not allowing them to speak up about how they're feeling is a classroom management strategy that can act as a foundation for student-centered, democratic classrooms. Having classroom expectations "that learning might be an uncomfortable process" and that "learning things that reveal the partial and oppressive aspects of our knowledge of and actions in the world can lead us into crisis" (Kumashiro, 2004) are an important foundation to lay down to the students in order to make the classroom more student-centered and democratic. This is to help students recognize that they may need to make some type of change and have a chance to work/think through everything they are feeling.

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Gloria Ladson-Billings focuses on an anti-oppressive pedagogy in the classroom. Although having a completely anti-oppressive education is impossible, striving for it and constantly seeing how we, as teachers, can do better ultimately benefits the students. Having conversations with the students and involving them in working towards an anti-oppressive education and classroom by discussing changes and ideas with them creates a student-centered, dialogic classroom space. Challenging students to "address their own subconscious desires for learning only certain things and resistances to learning other things" through discussion about challenging and uncomfortable concepts, like oppressive education, is important to create a student-centered classroom. Having the challenging and uncomfortable discussions with students is for them and their education.

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When creating a more equitable and inclusive educational experience for diverse learners it's important for educators to "[integrate] into the curriculum a richer diversity of experiences, perspectives, and materials...to broaden students' understanding of differences and different groups of people" (Kumashiro, 2004). Helping reshape students prior understanding and knowledge of people from different identities than themselves will help create a more inclusive educational experience for all students by making them feel understood, heard, and valued when the time is taken to bust harmful stereotypes and myths that students may have about other students. Another approach is providing students with the opportunities to challenge the oppressive ideas and knowledge they already have by changing up the curriculum and thoughtfully including specific activities and lessons to do this.