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How can classroom management act as a foundation for student-centered and democratic classrooms?

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How can classroom management act as a foundation for student-centered and democratic classrooms?

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How can various pedagogical approaches create a democratic, student-centered, dialogic classroom space?

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How can various pedagogical approaches create a democratic, student-centered, dialogic classroom space?

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How can various classroom instructional strategies and practices create more equitable and inclusive educational experiences for diverse learners?

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How can various classroom instructional strategies and practices create more equitable and inclusive educational experiences for diverse learners?

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In regards to discussion based classes, classroom management is important in keeping students on track and making sure everyone is being seen, heard, and respected. This is important in creating a democratic classroom because discussion helps students see other perspectives and worldviews, which is one of the main components of a democratic classroom. But, in a middle school classroom, things could get out of hand quickly, so making sure the discussions are staying respectful and on track will allow students to get the most out of the discussion.

"The point of such practices is not to avoid challenging a speaker substantively or disagreeing, for that would infantilize the speaker and prevent the productive kind of discussion for which seminar and deliberation are designed. The point, rather, is to generate a greater degree of equity and the assurance that a speaker's vulnerabilities won't be exploited" (Parker 2010).

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You can create a democratic and student centered classroom by allowing students the freedom to choose lessons and material that work best for them. Now, we can always give students all the freedom in the world, we can implement small things in our classroom to acheive this. For example, multiple different worksheets over the same topic in different formats, allowing students to choose how they take notes, allowing them to listen to music or not to when working independently, etc.... This is just one of many pedagogical approaches that you can use to create a democratic classroom.

"Democratic education seeks to echo the structure of society while allowing for a similar freedom that all citizens enjoy" (Collins, Hess, Lowery)

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I think the forefront of creating an equitable and inclusive learning environment is fostering relationships. People learn best when they feel safe, so creating an environment in your classroom where students can come as they are is important in getting students to open up about their life and backgrounds. I also think discussion is a great way to do this, as it allows you to get in the minds of your peers and see how they think, which naturally makes you feel more comfortable with them. Allowing students of different backgrounds can help build that feeling of safety because it encourages them to embrace their background and expand more on their experiences without feeling shamed.

"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" (Ayers).

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A pedagogical approach, specifically related to ACE's, that can create a foster a democratic and student-centered classroom space, is making it your mission and your prioeity to get to truly know your student, their background, and how their background effects them on a personally level, and using that information to lead your educational approach. Focusing on a traumatic event rather than the effect that event has had on the individual is not effective and isn't putting the student first. "It is much more helpful for me to monitor the effect of the event on each individual, not to preoccupy myself with the details of the event itself" (Souers, Hall)

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Classroom management is crucial, especially when you are factoring in ACE's and knowing the statistics of how many students have experienced, and are still dealing with trauma. This is especially important when you have students who seem unruly and unwilling to learn and follow directions. Understanding that as an educator you need to create a safe and welcoming learning environment is the first step in managing your classroom. Students can't learn where they don't feel safe. "Stressed brains can't teach, and stressed brains can't learn" "We must first ensure that students are in a safe place" (Souers, Hall).

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As an educator, I am becoming informed on issues not always talked about or taught in schools. Specifically trauma. I am becoming aware and alert in identifying trauma and students that have experienced it. With this information, I can work towards building a welcoming, safe and peaceful place for my students where they feel comfortable talking to me. I can become a person that my students can relax with and can turn off their fight more and focus on learning. "What student's show us is really all they know. It's up to us-the adults in their lives- to offer an array of appropriate, alternative means for them to regulate their emotions and manage the intensity of their behaviors" (Souers, Hall).

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Classroom set up is a small part of managing your classroom, yet it plays a big role. Ideally, we want our students to be independent but their environment can affect whether they achieve that level of independence or not. We can achieve this by making our classroom warm, inviting, and organized. When students know where things are and where to look for what they need, they can become more independent.

"The physical space of a classroom can be an afterthought, particularly after the challenges of planning instruction. We maintain, however, that it is integral to supporting students on their journey to self-management" (Berger)

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As an educator, I want to become more resilient. Middle school is tough and their are a lot of emotions. It is also easy to react based soley on our own emotions. As a teacher, I will strive to leave my personal experiences at the door, and not let them effect me when I get emotional and not let them influence the way I deal with students who have been disrespectful. "Ling recognized that she was often unconsciously imposing her own cultural values on her students and viewing them through her unique experiences" (Aguilar).

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Body language, voice, emotions and presence all can play a role in creating a democratic classroom. The way you carry yourself is important in how your students perceive you. If your students don't feel comfortable with you, you will likely not be able to achieve a democratic classroom.

"Setting up your classroom in a way that builds on this authenticity and promotes learning is an extension of your presence" (Berger).

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Classroom management in the sense of making sure you set aside the first and last 5 minutes of class to have an opener and closing activity will help students get in a routine, which in turn will make them more independent. When students do the same thing every day they come into class they know what to expect and can just do that without asking you or wondering for instructions.

"At the secondary level, the first and last five minutes are critical transition times. Routines will not only help maximize time on task, but also support students to take ownership of the transition rather than relying on direction from the teacher" (Berger 48)

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As an educator, learning how to effectively communicate with your students will create a safe, democratic learning environment. When you can communicate with your students respectfully, you in turn will gain their respect, too. This is especially important when trying to redirect behaviors. Kids will feel embarrassed if you call them out in front of everyone, which is the opposite of what you want.

"Nonverbal signals are important tools for redirecting students or getting their attention without singling them our and potentially embarrassing them" (Berger 66).

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If you have students who are struggling or need extra help, organizing your classroom in such a way where they can easily find and access materials they need to catch up is an easy way to make things more equitable for them.

"In an active classroom, access to powerful learning resources and spaces open up all kinds of new doors to learning" (Berger 56).

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Creating a space where my directions and expectations are clear can help my students grow and learn to be self sufficient learners. Without clear instruction, my students will suffer. This is especially important for my diverse learners because with so many other factors and experiences that students bring to the classroom it can be hard to focus. Many people thrive off clear instruction so as an educator I can implement this instructional strategy to help my students learn.

"When students don't understand what they should be doing, their attention lags, their confidence suffers, and their potential to derail their group increases. Within the 'safety net' of clear directions, students feel confident and secure in both their own academic efforts and the expectations for working with their peers" (Berger 80).

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Inviting noise into my classroom is a pedagogical approach to teaching that I am striving for. I don't want my classroom to be silent. I know for some people they may believe that silence means that learning is happening, that kids are focused, but through my placements I have found that this is just not the case. Not only through that, but in my own personal learning. I work well when I can bounce ideas off of my classmates and peers and here different ways of interpreting the same problems. Making your classroom a space where noise is welcomed can be key to students learning and success.

"In fact, the most important learning in an active classroom often takes place when students are discussing, debating, analyzing, and creating together" (Berger 82).

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A form of classroom management that I think will lay as the foundation for a student centered classroom is implementing group work, but scaffolding this work in a way that is effective for students. Throwing them into this without the proper tools needed to work together and collaborate as a team isn't going to be effective in their learning process. As an educator, I need to recognize what my students need to be successful in this and making sure I implement these strategies, but also model them.

"Building their skills to do this important collaborative work is something that should be a focus at every grade level and in every content area" (Berger 88).

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From the very beginning of the school year, creating classroom norms that are expected to be followed creates a guide for students so they know what they need to be doing without being asked. This will create a more democratic classroom and one where you can truly be involved with the students rather than repeating expectations over and over again, but it takes time, practice and patience and I believe needs to be put into action in the beginning of the school year.

"Norms, when followed seriously, 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 30).

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A pedagogical approach that I will strive for in my career as an educator is responding better to misbehaviors. At the end of the day they are kids and they will likely behave as such, it is my job to make sure I am handling that in a way that isn't harmful to them. If they see be handle behaviors in a good way, I am setting a good example for them which in the long run will help created a more student-centered classroom space.

"Students should hear 'you made a poor choice', not 'you are a bad kid'. The language we use often confuses or combines these messages. All of us in life make poor choices and acquire bad habits at times-students are no different" (Berger 36).

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Modeling classroom and school norms for students help students come to class ready to be their best selves, which is what is needed for a democratic and student centered classroom space.

"When teachers model common commitments of mutual respect, students will follow" (Berger 34).

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Be open to hearing opinions and ideas from your students. Allow them to express themselves and be willing to hear them out. Doing so will create a space where students feel seen and heard and are willing to learn and question their ideas and opinions and be open to seeing other perspectives.

"Next time you hear someone declare they are entitled to their own opinion, ask them why they think that" (Stokes 2012).

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I want to be they type of educator that understands and values self care and encourages time spent with their loved ones. As an adult I know the day can be exhausting, so how can I expect my students to go home after a full day of learning and not be exhausted, too? How can I expect them to come to class and give me their full attention if they spend their evenings doing more work rather than taking care of themselves. I don't want to bring work home with me, so why would I expect my students to do so?

"Kids should have a chance to just be kids... it's absurd to insist that children must be engaged in constructive activities right up until their heads hit the pillow" (Kohn 2022)

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The article this week talked about addressing your students as "philosophers" to encourage active learning. Teaching them that you can have an opinion but you need to be prepared to defend that, or have facts/arguments to back up what you are saying. I think this is important in teaching your students to think for themselves which in turn, with practice, will create a democratic classroom.

"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" (Stokes 2012).

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Our jobs as educators goes much further than teaching content. We are responsible for teaching life skills and preparing our students for life outside of the classroom. Listening and talking are basic life skills that need to be taught, not just assumed your students possess the skills they need to communicate effectively. Regular practice and listening/talking exercises and prompts from the teacher will greatly benefit students who need a little extra practice.

"In 2013, the ability to verbally communicate with persons inside and outside the organization was near the top of the list. If our task is to help students become college- and career-ready, we are responsible for helping them grow as talkers" (Gonzalez 2013).

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I want to be the type of educator that looks at my class and my students without a lens on. I don't want to be a fisheye type of teacher. To be successful and helpful to my students in this career, I need to see everything going on in the classroom rather than my attention being drawn to students who are more extroverted or contribute more. I want all of my students to feel comfortable contributing, and I want to provide all students the skills they need to do so. "We are giving those extroverts a chance to grow in ways that could have a powerful impact on their quality of life" (Gonzalez 2013).

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A type of classroom management that can create a student-centered classroom is implementing the 5 practices of discussion. With this strategy, you can select questions that you know students will respond to, but also anticipated things they will say or do so you can address them before hand, so the discussion is truly student centered. "It is fascinating to see students construct their own knowledge and be excited to share their ideas about abstract concepts" (Davidson and Ross, 2019).