"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).

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

"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).

"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)

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

"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)

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

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

"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).

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

"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).

"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).

"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).

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

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

"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)

"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).

"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).