“The Power of the Democratic Classroom” by Carla Marschall attempts to figure out how to set up a classroom that encourages task segregation so that students are engaged in their neighborhood. In essence, this implies what constitutes a democratic learning environment. The main argument of the author is that by encouraging values like inclusivity, voting rights, representation, and participation, this kind of activity engages students in democratic life (Marschall, 2021). This article shows the importance of democratic classroom settings in the current post-pandemic period.
Active involvement and student engagement are more important than ever. It was mentioned that classroom communities have never been more important as places for encouraging student initiative following extensive durations of online study (Marschall, 2021). The author thinks that modern education should encourage social inclusion and train pupils to be engaged citizens (Marschall, 2021). Teachers must foster this climate by setting up democratic classrooms in welcoming, safe spaces where pupils actively practice and take ownership of their conduct as individuals and community members. The paper identifies the crucial traits that ought to emerge under these circumstances. The most crucial of them is respect for children’s thoughts and contributions, a high level of student voting involvement, and a relationship of trust and separation of powers between instructors and students (Marschall, 2021). It will be feasible to employ conversation and group decision-making in these circumstances, frequently with the aid of procedures and incorporating students’ critical thinking.
It is significant to notice that the author not only explains the idea but also offers concrete ways to put it into practice. The article emphasizes how simple practices may foster a democratic atmosphere in the classroom. Furniture arrangements can support or impede students’ efforts to design a setting that fosters cooperation and social inclusion. For instance, groupings of tables will promote conversation and information exchange, whereas rows of tables may discourage social engagement (Marschall, 2021). The author demonstrates how the classroom environment might express the underlying power relations in this way. By decentralizing classrooms, the instructor may spread authority and share it with the pupils. The author’s excellent example demonstrates how seating arrangements in small groups may promote initiative and make the most of chances for collaborative learning (Marschall, 2021). This fosters engagement and develops social ties among students.
The democratic learning environment can encourage learning and critical thinking. Structures and norms that provide students with a sense of security during talks are beneficial to them. According to the essay, this enables teachers to step away from their position as an authoritative figure and into that of a learning facilitator as pupils gain social and communication skills (Marschall, 2021). This is particularly valid when discussing contentious or emotionally charged current events in class. In these circumstances, the gradual development of communication abilities becomes more apparent. Democratic classrooms can therefore develop into one of the most beneficial social settings.
In conclusion, establishing democratic learning environments might help students feel more empowered. Understanding how to set up classrooms, foster a community, and provide space for students’ many views, thoughts, and perspectives is essential to creating a democratic learning environment. The article is important because it may convey attitudes, values, and expectations to students, whether or not that was the author’s objective. Thus, ensuring that class interactions and structures reflect this objective is crucial if educators want students to become engaged citizens.
Reference
Marschall, C. (2021). The Power of a Democratic Classroom. Edutopia. Web.