600_module 8_discussion

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Module 8 Are democratic classrooms possible? Classrooms with democratic principles are classrooms in which children can express their views. Teachers and students work together to facilitate the teaching and learning process in this learning environment. In democratic classrooms, students actively practice values and rights and take responsibility for their behavior. According to Cuban (Cuban, 1993) "teacher-centered instruction continues to dominate" (Cuban,1993) in our public schools in which educators provide instruction, students listen, and activities are limited. As well as empathizing with independent reasoning and problem-solving, classroom organization is not supportive of independent reasoning. The school or classroom does not provide students with opportunities to learn from each other or to make decisions. Although there are frequent and formal class discussions, academic subject instructions are teacher- centered and based on predetermined curriculums (Cuban, 1993). Generally, policies are designed first to serve the economic, social, and political needs of society and then to serve the interests of children (Cuban, 1993). Furthermore, policymakers and scholars have worked to improve teaching, but educators do not have the freedom to decide what and how they teach. According to Cuban, some professors do not prepare students to understand and just memorize material so students can pass standardized tests because they lack motivation, knowledge, and skills (Cuban, 1993). However, because of bureaucracy and the cost of free universal public education, our public school system does not empathize with democracy or individuality in our society. Even with the rules established by the federal government, state authorities, and school boards, teachers can adjust their practice and the fixed curriculum in such a way as to ensure that students' social and emotional development is not neglected and "refocus on student voice and choice" (Koonce, 2020). Changing past practices, understanding new knowledge, changing beliefs, and developing new skills are necessary for teachers to improve classrooms (Cuban, 1993). As a result of incorporating democracy praxis into their teaching, social justice-oriented curriculums can be developed. A democratic classroom can be achieved by using “critical literacy to enable discussion,” leading to social change (Koonce, 2020). Also, I believe that a democratic classroom could be achieved if educators adopted a culturally relevant praxis, listened to students’ interests, and followed social changes. Students can learn how to coexist among different cultures, how safely express opinions and listen to each other. A democratic classroom does not mean the fight for the right opinion, it means the respectful coexistence of diversity.

References: Cuban, L. (1993). So what? Implications for policymakers, practitioners, and researchers. In How Teachers Taught: Constancy and Change in American Classrooms, 1880-1990. New York: Teachers College Press. Koonce, G. L. (Ed.) (2020). Are truly democratic classrooms possible? In Taking sides: Clashing views on educational issues (20th Ed.). New York: McGraw Hill. Questions: 1. Is there a possibility of self- directed curriculum for students in future? Is this more democratic way to approach individuality? 2. What are the best ways to teach young children to listen and understand each other?

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