AIDemocracy Poster:
By: Katie Shepherd
Friday, December 13, 2013
Jarah S.K. Gibson - Setting Up a Democratic Classroom
A Small Guide to Creating a Democratic Classroom
The most efficient way to gain an understanding a concept is by experiencing the concept firsthand, whether that experience is by choice or by mere coincidence. Coming in contact with anything offers the opportunity to gain knowledge about that object or idea, so it is assured that experiencing something firsthand will cause somebody to become better suited to deal with it in a dignified manner.
American public schools are pretty keen on avoiding one-on-one experience with real concepts and ideas; teaching and instruction is centered more in the passing of knowledge instead of assuring that it is comprehended. This same teaching process is used to demonstrate our socially sanctioned view of democracy; students learn about it and know about it, but they're not really sure how it actually works in the real world because they're denied the opportunity to apply democratic action in real life.
Schooling should provide ample opportunities for students to experience a democratic society in action. It would be very beneficial to our students if we showed them how a democracy can be played out in real life, and this can be achieved by centering our classrooms around democratic action.
What is Democratic Action?
Democratic Action is any action that revolves around the values and principles of our democracy. A good model for the values and principles of a democracy include the values outlined by Apple & Beane (2007):
- Concern for the dignity and rights of individuals and minorities
- Concern for the welfare of others and ‘the common good’
- Faith in the individual and collective capacity of people to create possibilities for resolving problems
- The open flow of ideas, regardless of their popularity, that enables people to be as fully informed as possible
- The use of critical reflection and analysis to evaluate ideas, problems, and policies
- An understanding that democracy is not so much an “ideal” to be pursued as an “idealized” set of values that we must live and that must guide our life as a people
- The organization of social institutions to promote and extend the democratic way of life
Creating A Democratic Classroom
1. Notification – Inform your principle and other faculty members of your intention to create a democratic learning environment. Authority approval is crucial to real-world development.
2. Planning – Develop a game plan for how you will adhere to state/national curriculum standards. Outline the ways in which class time can be used more effectively. Reflect on the biases and behavioral habits that prevent you from fully participating in the democratic classroom that you are maintaining.
3. Student Engagement – The primary point of a democratic classroom is in exposing students to democratic practices. Have them create their own class rules, formulate their own educational standards, and encourage them to speak on any and everything in a conscious manner.
4. Integrated Curriculum – Integrate the curriculum by centering similar content and concepts within common and accessible themes. Integrate the interests and concerns of your students into the curriculum.
5. “Instigator of Knowledge” – Have students pursue the curriculum in a manner free from unnecessary obstruction. Guide your students to knowledge instead of delivering the knowledge to them; inspire your students to become self-motivated learners.
6. New Ways of Learning – Utilize student projects and classroom discussions in order to encourage intellectual integrity; assess students through qualitative evaluation methods (e.g. essays, projects, performances, presentations)
7. Communication – Have clear lines of communication in order to ensure understanding and willful student involvement
8. Skill Development – Ensure that students develop clearly defined skill-sets necessary for their intellectual involvement (Pate et al, 1997)
2. Planning – Develop a game plan for how you will adhere to state/national curriculum standards. Outline the ways in which class time can be used more effectively. Reflect on the biases and behavioral habits that prevent you from fully participating in the democratic classroom that you are maintaining.
3. Student Engagement – The primary point of a democratic classroom is in exposing students to democratic practices. Have them create their own class rules, formulate their own educational standards, and encourage them to speak on any and everything in a conscious manner.
4. Integrated Curriculum – Integrate the curriculum by centering similar content and concepts within common and accessible themes. Integrate the interests and concerns of your students into the curriculum.
5. “Instigator of Knowledge” – Have students pursue the curriculum in a manner free from unnecessary obstruction. Guide your students to knowledge instead of delivering the knowledge to them; inspire your students to become self-motivated learners.
6. New Ways of Learning – Utilize student projects and classroom discussions in order to encourage intellectual integrity; assess students through qualitative evaluation methods (e.g. essays, projects, performances, presentations)
7. Communication – Have clear lines of communication in order to ensure understanding and willful student involvement
8. Skill Development – Ensure that students develop clearly defined skill-sets necessary for their intellectual involvement (Pate et al, 1997)
Extra Concerns
Take every experience in stride, but remember to aim for the ideal of democracy. This includes maintaining a democratic spirit that features fairness, communication, and collaboration between yourself and your students.
Sources
Apple, Michael W., & Beane, James A. “The Case for Democratic Schools”. Democratic Schools, Second Edition: Lessons in Powerful Education. Eds. Michael W. Apple, & James A. Beane. Portsmouth: Heinemann, 2007. 1-12. Print.
Pate, Elizabeth P., Elaine R. Homestead, & Karen L. McGinnis. Making Integrated Curriculum Work: Teachers, Students, and The Quest for Coherent Curriculum. New York: Teachers College Press, 1997. Print.
Ravitch, Diane. The Death and Life of the Great American School System: How Testing and Choice are Undermining Education. Philadelphia: Basic Books, 2010. Print.
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Thursday, December 12, 2013
Teaching Education From the Start: Allison Maison
What is the Importance?
Diversity is defined as a state of being diverse, or having variety. In every classroom there are many ways in which each and every student is diverse from one another. It is important, as instructors, that we encourage our students to take pride in their differences. It is essential to implement these values in students at young ages. However, diversity and discrimination are "touchy" subjects in the classroom at times. I have attached a couple of lesson plans approved fro students from third to sixth grade. Be sure to always seek the proper permission from your principal and parents before introducing any potentially controversial material in the class.
Useful Lessons
Family Ties:
Students will be given a Family Data sheet to bring home and fill out with their parents regarding their cultural backgrounds and heritage. Every student will give an oral presentation to the class about their heritage. Students will be encouraged to bring in culturally relevant objects, food, or pictures from their home to share with the class. At the end of each presentation the students decorate a paper ring with the names of their countries of origin. Each ring will be added to a longer chain and strung up in the classroom.
"Fabric Ties and Family
Tales: Elementary Grades." Teaching Tolerance, n. d. Web. 1 Dec. 2013. <http://www.tolerance.org/supplement/family-ties-and-fabric-tales-elementary-grades>.
A REMINDER: instructor must get a signed agreement statement from each parent which guarantees activity is approved by them and that they will participate with helping their children fill out the "Family Data" sheet. This way you not only are assuring that all parents are informed about the lesson and approve its intended purpose, as well as making sure that each student will have something to share with the class so no one is left out.
Don't Discriminate Wall:
This activity begins with the instructor informing students that anyone wearing the color blue will not be allowed to participate in recess that day. In groups the students will discuss how this makes them feel and who in the class is being discriminated against. Following their discussion groups will complete the "Don't Discriminate" worksheet. The class will have an open discussion about their answers to the sheets questions and students will write their emotions and reactions on a "graffiti wall". Looking at the graffiti wall, the instructor will lead a class discussion on what students can do to stop discrimination.
Discriminate Worksheet:
"Standing Up Against
Discrimination." Teaching Tolerance, n. d. Web. 1 Dec. 2013. <http://www.tolerance.org/supplement/standing-against-discrimination-elementary-grades-3-5>.
Poster- Americans for Informed Democracy by Olivia Herrera
ARE YOU A FUTURE EDUCATOR?
DO YOU KNOW WHAT A DEMOCRATIC EDUCATION IS?
DO YOU EVER THINK ABOUT HOW YOU WILL TEACH THOSE “TOUCHY” TOPICS?
CHECK OUT AMERICAN’S FOR INFORMED DEMOCRACY’S BLOG!
IT’S AN OPEN FORUM TO SHARE IDEAS AND EXPAND WHAT WE KNOW AS EDUCATORS!
http://americansforinformeddemocracy.blogspot.com/
Poster-Myranda Earhart
Americans for Informed Democracy
AIDemocracy focuses on how democracy affects all aspects of our lives, including the education system. There are many different definitions of democratic education, and we attempt to explore a variety of these definitions as well as provide practical applications for educators. We hope that discussion will allow us expand upon what we know as educators.
Get in the discussion today!
http://americansforinformeddemocracy.blogspot.com/
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