Skill
Module 2
What does it mean to have a democratic classroom? How can you practice democracy in your school? If we are committed to a democratic society, then it is essential that we teach young people how to engage in democratic life through their school experience.
Philosophy of Democratic Education
John Dewey was an educational philosopher who spent much of his career focusing on democracy and schools. Perhaps his most famous work is Democracy and Education (1916). This dense volume outlines the core ideas and activities that democratic schools could practice. Take a few moments to read Chapter 7, The Democratic Conception in Education. Based on your reading of Dewey, respond to the following items in your Civic Journal:
What did Dewey think about the notion of an "ideal society" and its implications for democratic education?
What did Dewey see as the possibilities and limitations of group association?
How does Dewey define democracy? Based on that definition, what might teachers do to engage students in democratic classroom life?
What evidence do you see of Dewey's ideas about democracy and
education in your current teaching situation? Explain.
Explore more of John Dewey's writing at the John
Dewey Society homepage
How can teachers and students create civic classrooms? There are a variety of organizations who advocate democratic schooling. Explore some of these links...
Democracy in the Classroom-UNC Chapel Hill
CivNet: Strategies for Teaching Democracy
Think about how you might implement some of these ideas in the context of your own school. What would you need to do to prepare? How would you involve students? Adminsitrators? Parents? The community? How would you relate teaching democracy to existing curriculum goals? What problems do you anticipate?
Respond to these questions in your Civics Journal
Philosophy of Democratic Education
Discussion Leadership
Teachers need to model thoughtful discourse with students. One way of doing that is to encourage dialogue about public issues. But how do you lead a good discussion? And what types of discussions are available to teachers? Begin by reading this powerpoint presentation entitled Discussion Leadership.
For more insights about how to lead discussions, visit the Princeton University Discussion Leadership page. Here you will find a variety of suggestions and ideas about how you can lead discussions with your students.
When teachers begin to
have students engage in controversial issues, the class atmosphere can become
quite heated. Here's an interesting article to read. Managing
Hot Moments in the Classroom by Lee Warren.
Respond to what you have read in this section in your Civics Journal:
What are the different types of discussion and when is each most appropriate?
Relate three ideas that you found useful to your teaching in this section.
Discuss some of the challenges you've experienced when teaching with discussion.
Philosophy of Democratic Education
Cooperative Learning
One teaching strategy that has grown in prominence during the past decade is cooperative learning. If cooperative learning is thoughtfully implemented it can build a cooperative spirit in the classroom and lead to improved student performance. Unfortunately, cooperative learning has been conflated with "group work," or the practice of having students work in a group. They are not the same and the distinctions need to be clarified so that cooperation is not viewed by students as an encumbrance but an opportunity for real learning and community-building.
For a detailed look at Cooperative Learning, as developed by Roger and David Johnson, visit their website, the Cooperative Learning Center. Be sure to read the interesting article about constructive controversy on this webpage, Civil Political Discourse in a Democracy.
A popular way of doing Cooperative Learning is the jigsaw. The jigsaw strategy allows students to have exposure to a large body of information (5 chapters of a book, for example) while fostering interdependence and student-centered learning. Learn more about how to implement a jigsaw in your classroom at the Jigsaw Classroom.
Philosophy of Democratic Education
Service Learning
Service learning, or community service, has gained increasing attention over the past decade as a means of encouraging civic engagement of youth. As you read in Module 1, more people are bowling alone now than in the past, evidence of the decline in associations in our democratic society. Perhaps service learning among youth is a way of getting them involved in and excited about working in their communities. Read what David E. Campbell has to say about service learning:
"If I am correct, reversing the tide of declining civic engagement among America's youth will require more than simply increasing the supply of politically-oriented clubs and extracurricular activities. Instead, a means must be found to encourage all students to be civically engaged. And one way to do that is to foster the development of social capital among high school students and--perhaps more importantly--between high school students and adults in their communities. Encouraging community service through service learning programs is one such means. Participating in community service can increase social capital, which in turn can increase civic engagement."
Take some
time to read the rest of the article, entitled Social
Capital and Service Learning.
Here are other articles about service learning, including Citizenship Service Learning: Becoming citizens by assisting immigrants and an article about The Impact of Service Learning on Democratic and Civic Values.
Take a look at some of the programs currently in place to promote service learning...
National Youth Leadership Council
National Center for Learning and Citizenship
World Wise Schools (Peace Corps)
National Service-Learning Clearinghouse
Interested in implementing Service Learning in your school? Explore models offered by about how to design and implement service learning.
Association for Supervision and Curriculum Development
What are your thoughts about service learning? Is it a good idea to require students to be active in the community? What are the benefits and costs of programs like this? Is being a community volunteer the same as being a community activist? How are they similar? Different? Should we encourage our students to do both?
Once you have explored the service learning links, take some time to reflect on these questions in your Civics Journal.