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Modeling Democratic Ideals in the Classroom
Modeling Democratic Ideals in the Classroom
Presented by:Dr. Jane Zenger ([email protected])
and Paul Chaplin ([email protected]),
University of South Carolina
Presented by:Dr. Jane Zenger ([email protected])
and Paul Chaplin ([email protected]),
University of South Carolina
“To teach consciously for justice and ethical action is teaching that arouses students, engages them in quest to identify obstacles to their full humanity and the life chances of others, to their freedom, and the then to drive and to move against those obstacles. And so the fundamental message of the teacher for ethical action is: You can change the world.”
Ayers To Teach (p142)
“To teach consciously for justice and ethical action is teaching that arouses students, engages them in quest to identify obstacles to their full humanity and the life chances of others, to their freedom, and the then to drive and to move against those obstacles. And so the fundamental message of the teacher for ethical action is: You can change the world.”
Ayers To Teach (p142)
“The strength of a learning community is the ability of the
members to accept one another as they are and to help
one another make changes they value.”
Peterson Life In A Crowded Place (p. 33)
“The strength of a learning community is the ability of the
members to accept one another as they are and to help
one another make changes they value.”
Peterson Life In A Crowded Place (p. 33)
“The assumption upon which democracy is
based is that an informed citizenry will be able and willing to attend to facts, make
distinctions, appreciate differences, and form
judgments.”
Peterson Life In A Crowded Place (p.91)
“The assumption upon which democracy is
based is that an informed citizenry will be able and willing to attend to facts, make
distinctions, appreciate differences, and form
judgments.”
Peterson Life In A Crowded Place (p.91)
“The social life of the learning community is incomplete if it doesn’t include celebration,
festivity, and fantasy. All these are integral parts of the human experience.”
Peterson Life In A Crowded Place (p.39)
“The social life of the learning community is incomplete if it doesn’t include celebration,
festivity, and fantasy. All these are integral parts of the human experience.”
Peterson Life In A Crowded Place (p.39)
“Bringing students together as a group and nurturing tolerance for their ways and beliefs while celebrating their differences challenges the talents
of the most experienced teachers.”
“Bringing students together as a group and nurturing tolerance for their ways and beliefs while celebrating their differences challenges the talents
of the most experienced teachers.”
Peterson Life In A Crowded Place (p.13)
Conversation is what Oakeshott (1959) calls and “unrehearsed intellectual
adventure.”
Peterson Life In A Crowded Place (p.50)
Conversation is what Oakeshott (1959) calls and “unrehearsed intellectual
adventure.”
Peterson Life In A Crowded Place (p.50)
“The student from a low socio/economic
background presents an educational challenge. Extra help from a caring teacher to students like these can close the gap between what a student
does accomplish and what a student can accomplish.”
Ed. Psych. Sternberg & Williams 2002 p.195
“The student from a low socio/economic
background presents an educational challenge. Extra help from a caring teacher to students like these can close the gap between what a student
does accomplish and what a student can accomplish.”
Ed. Psych. Sternberg & Williams 2002 p.195
“. . . Public education does not serve a public, it creates a public. And in creating the right kind of public, the schools contribute to strengthening the
spiritual basis of the American creed . . . the question is not ‘Does or doesn’t public education create a public?’ The question is ‘What kind of
public does it create?’”
Neal Postman, The End of Education, 1996
“. . . Public education does not serve a public, it creates a public. And in creating the right kind of public, the schools contribute to strengthening the
spiritual basis of the American creed . . . the question is not ‘Does or doesn’t public education create a public?’ The question is ‘What kind of
public does it create?’”
Neal Postman, The End of Education, 1996
Current Definitions of the School-Environment
Current Definitions of the School-Environment
“Teachers work in isolation from one another, stamping students with lessons . . .”
Students often work alone “passively, listening to lectures, memorizing facts and formulae, and engaging in independent seatwork at their separate desks.”
--John Goodlad
Adding Democratic Ideals to the Definition
Adding Democratic Ideals to the Definition
Increase experiences that develop serious thinking as well as access to social understanding
Ensure direct experience of multiple perspectives representative of a democratic society
Increase experiences that develop serious thinking as well as access to social understanding
Ensure direct experience of multiple perspectives representative of a democratic society
Parameters of Working in a Democratic Classroom
Parameters of Working in a Democratic Classroom
All members must have an equable opportunity to receive and take from others
All vantage points of separate, yet related, interests must be communicated clearly
Multiple perspectives should be understood as the “glue” that holds a democratic society together
All members must have an equable opportunity to receive and take from others
All vantage points of separate, yet related, interests must be communicated clearly
Multiple perspectives should be understood as the “glue” that holds a democratic society together
Parameters (cont.)Parameters (cont.) Piaget claimed the ability to
appreciate various perspectives is an indicator of higher stages of cognitive development
The capacity to achieve associations beyond those of any narrow group is required for developing democracy, knowledge and truth
Inquiry and cross-departmental collaboration are key to beginning democratic development
Piaget claimed the ability to appreciate various perspectives is an indicator of higher stages of cognitive development
The capacity to achieve associations beyond those of any narrow group is required for developing democracy, knowledge and truth
Inquiry and cross-departmental collaboration are key to beginning democratic development
Characteristics of Undemocratic Methodology
Characteristics of Undemocratic Methodology
Non-involving autocratic atmosphere Passive activities Few opportunities to discuss real questions Very little cooperative work Little or no opportunity to engage in
decision making Conformity and compliance strongly
valued
Non-involving autocratic atmosphere Passive activities Few opportunities to discuss real questions Very little cooperative work Little or no opportunity to engage in
decision making Conformity and compliance strongly
valued
A Foundation of Knowledge
A Foundation of Knowledge
Before democracy can be implemented, it must be understood. How a democracy works The importance of democracy How and why we should vote The history of basic documents How to stay informed in a democratic society Capitalism’s role as the underlying economic
form of a democracy
Before democracy can be implemented, it must be understood. How a democracy works The importance of democracy How and why we should vote The history of basic documents How to stay informed in a democratic society Capitalism’s role as the underlying economic
form of a democracy
Education’s Role in SocietyEducation’s Role in Society
All individuals need school in order to make a contribution in society.
Education protects the nation from foreign competition, military aggression and other threats.
High education levels will lead to a more democratic and prosperous society.
All individuals need school in order to make a contribution in society.
Education protects the nation from foreign competition, military aggression and other threats.
High education levels will lead to a more democratic and prosperous society.
“The Moral Grounds of Democracy in the
Classroom”
“The Moral Grounds of Democracy in the
Classroom” One [individual] should be neither dominant nor
subservient to another, neither use nor be used by another.
Schooling must be not only for facts, but also for the teaching, and whenever appropriate, the modeling of civility and proper social behavior that will provide a better chance for social and economic advancement.
Enhance and imbue the curriculum with activities that require using logic, self-researched facts and a critical eye for information.
One [individual] should be neither dominant nor subservient to another, neither use nor be used by another.
Schooling must be not only for facts, but also for the teaching, and whenever appropriate, the modeling of civility and proper social behavior that will provide a better chance for social and economic advancement.
Enhance and imbue the curriculum with activities that require using logic, self-researched facts and a critical eye for information.
“The Moral Grounds of Democracy in the Classroom”
(cont)
“The Moral Grounds of Democracy in the Classroom”
(cont) Teachers are on the frontline of getting the
idea across. How we address our students and maintain justice and fairness in our classrooms is the beginning of how our children will learn the meaning and value of a democracy.
For children to develop and flourish in our society, they must experience relationships of mutuality (made up of trust, shared generosity and respect, and even perhaps love.)
Teachers are on the frontline of getting the idea across. How we address our students and maintain justice and fairness in our classrooms is the beginning of how our children will learn the meaning and value of a democracy.
For children to develop and flourish in our society, they must experience relationships of mutuality (made up of trust, shared generosity and respect, and even perhaps love.)
QuestionsQuestions
What does this mean in an era of standardized tests and school report cards?
How can one influence and encourage the ideal of a democratic classroom in the preparation of pre-service and/or new teachers?
What does this mean in an era of standardized tests and school report cards?
How can one influence and encourage the ideal of a democratic classroom in the preparation of pre-service and/or new teachers?
AnswersAnswers A teacher must know him/her self before
teaching another about character because it demands patience and responsibility.
Character is shaped in human relationships and it can be enhanced via the way we model our classrooms and design our instruction.
Our tone of voice, our choice of language, even the way we correct student’s work can lead to more compliance through the consistent modeling of democratic (mutually respectful) behaviors.
A teacher must know him/her self before teaching another about character because it demands patience and responsibility.
Character is shaped in human relationships and it can be enhanced via the way we model our classrooms and design our instruction.
Our tone of voice, our choice of language, even the way we correct student’s work can lead to more compliance through the consistent modeling of democratic (mutually respectful) behaviors.
Democratic StrategiesDemocratic Strategies
Look for materials and activities that have the potential to build democratic skills such as: cooperative learning peer grouping use of clear rubrics learning as process student choice in reading test styles question and answer sessions
Look for materials and activities that have the potential to build democratic skills such as: cooperative learning peer grouping use of clear rubrics learning as process student choice in reading test styles question and answer sessions
Communication StrategiesCommunication Strategies
Use end-of-day questions to reflect on student and teacher learning
Pay attention to what I say to a child (including tone)--Is this the way I would want to be addressed?
Evaluate what kinds of messages I am sending students about how much I value and care about them
Use end-of-day questions to reflect on student and teacher learning
Pay attention to what I say to a child (including tone)--Is this the way I would want to be addressed?
Evaluate what kinds of messages I am sending students about how much I value and care about them
Respecting Every ChildRespecting Every Child
Ask yourself: Is this the way you would want the child
or another adult to address YOU? Is this the way you would want another
teacher to address YOUR child? Have I tried to get at the root of behavior
problems? Have I lost instruction time for a majority dealing with one or two students who cause disruptions?
Ask yourself: Is this the way you would want the child
or another adult to address YOU? Is this the way you would want another
teacher to address YOUR child? Have I tried to get at the root of behavior
problems? Have I lost instruction time for a majority dealing with one or two students who cause disruptions?
Ask Yourself:Ask Yourself: Am I just generally tired and frustrated
and impatient for personal or school/logistical reasons out of control or understanding of the child?
Is my language confrontational, full or slang or sarcasm?
Are my tone and language appropriate (think of schools as social settings and eventual work places)?
Am I just generally tired and frustrated and impatient for personal or school/logistical reasons out of control or understanding of the child?
Is my language confrontational, full or slang or sarcasm?
Are my tone and language appropriate (think of schools as social settings and eventual work places)?
“The best way to teach democracy is to model
democracy.”
“The best way to teach democracy is to model
democracy.”
--Jane Zenger (2005) --Jane Zenger (2005)
Information adapted from the following sources:Information adapted from the following sources:
Goodlad, J., and McMannon, T., (Eds). (1997). The public purpose of education and schooling. San Francisco: Jossey-Bass.
Soder, R., Goodlad, J., & McMannon, T. (Eds.). (2001). Developing democratic character in the young. San Francisco: Jossey-Bass.
Goodlad, J., and McMannon, T., (Eds). (1997). The public purpose of education and schooling. San Francisco: Jossey-Bass.
Soder, R., Goodlad, J., & McMannon, T. (Eds.). (2001). Developing democratic character in the young. San Francisco: Jossey-Bass.
