Module 8

Module 8 In my opinion, democratic classrooms are possible. When we look back on the history of education, Dewey was one of the first to develop the idea of a democratic classroom. “Dewey postulated that democratic schools provide the foundation for students to actively participate in a democratic way of life, and to do so, the educational curriculum must be structured to engage students in authentic real-life experiences that will empower them to maintain such a way of life beyond schools’ walls” (Koonce, 2020, p.57). Dewy felt that instructional education should not only include learning inside the classroom but also outside the classroom so students could develop critical thinking skills and life skills. If you look at today’s schools, there is more of a focus on test taking and not much wiggle room for field trips or changing up the curriculum to make it fun, exciting to help students think outside of the box. To develop a democratic classroom, “. . . we must introduce our students to the types of experiences that lead to critical conversations about current social and controversial issues that are relevant to content studies” (Koonce, 2020, p.58). It lays the foundation for developing a respectful, empathetic, and tolerant classroom environment. As teachers we want to teach them to become critical thinkers and apply what they have learned to the world and their circumstances. When I was in high school, though at the time I didn’t realize it, I was part of a democratic classroom. Our teacher would have us read a book and then we would have to analyze it. He would make us think and apply what we read. He helped us see things from a different perspective than what the other wrote. He helped us to have a voice in the classroom and to become critical thinkers. Democratic classrooms give the students a voice, having them come as a part of the discussion and not just having the teacher teach. According to Koonce (2020), “. . . the goal is to teach my students that the concept of voice is closely linked to everyday lived experiences” (p.60). Each student in the learning environment should have a sense of value, feel supported and feel like they belong. By knocking down barriers, “. . . creating learning spaces where students and present beliefs, values, and perspectives, and nurturing respect as caring participants in democracy” (Koonce, 2020, p.60). To sum it up, a democratic classroom “. . . engages students in living democratically by promoting values such as inclusion, voice, representation, and participation (Marschall, 2021). According to Marschall (2021), some characteristics that define a democratic classroom are a shared power between teacher and students, students have a voice, all ideas and contributions are respected, deliberate sharing of diverse views even about challenging issues, dialogue and decision making by the group, and a growth of the whole self, including students’ critical awareness. Some ways to implement a democratic classroom are thinking up the class set up, having a co-constructed class charter, having a peaceful place to calm and talk to peers, and having structure for discussion and dialogue (Marschall, 2021). Questions 1) In elementary classrooms how can we develop a democratic classroom? 2) In the setting where you work, what ways is the classroom like or not like a democratic classroom? 3) How can you implement a democratic classroom when you start teaching?