TEACHER EDUCATION AND EDUCATION LEADERSHIP

Facilitating Democracy in the Classroom

Course Title: JBTE/DEM 101 Facilitating Democracy in the Classroom
Overview:
Even though the word democracy conjures up various images in peoples’ minds, social studies teachers should recognise the common principles and practices that are generally associated with it and create opportunities for students to carry these out.
A number of researchers have reported that students who exercise democratic practices at school are likely to become involved in the democratic process in their communities when they become adults.
Since the social studies programme, in Caribbean schools centers around the twin goals of citizenship education and social participation, this course is designed to familiarize teachers with democratic principles and practices applied to classroom situations and purpose.

Course Objectives
The content will help participants to:
model democratic practices
create various opportunities for student expression in the classroom
develop and practice conflict resolution skills
design friendly classroom spaces for the promotion of democratic practices
discuss core principles of democracy within a classroom setting
demonstrate democratic approaches to managing classrooms
Course Syllabus
Duration: 45 credit hours
Prerequisites: None

Content
The teacher as democratic role model
Basic concepts and principles of democracy applied to schools
Encouraging student voices in the classroom
School as a safe haven for all children
Building social/relational skills in the classroom
Conflict resolution strategies and skills

Methodology
Dramatic presentations (i.e. role play, simulation, drama); demonstrations; discussion, case studies, seminar, debates
Modality
Combination of online and face-to-face instruction

Content Outlines
Unit 1: Teacher as Democratic Role Model
My Social History: Reflection on Family Traditions and Perceptions
Who am I? An Inward Reflective Look at Past Experiences on Self
Citizen Teacher: Individual Roles and Responsibilities to State
The Influence of Religion on my Conceptualization of Democratic Citizenship Allegiance
How am I Doing So Far: A Personal Inventory of my Classroom Practices
Writing a Mission and Vision Statement for My Democratic Classroom


Unit 2: Basic Principles and Concepts of Democracy Applied to Schools
Teaching Democratic values and Dispositions
Teaching About Justice and Fairness For All
Observing Liberty, Equality and Freedom
Ensuring Gender Equity in Schools
Methods for teaching controversial issues
Ways of increasing global awareness in the classroom

Unit 3: Encouraging Student Voices in the Classroom
Providing Opportunities for Student Involvement in School Matters
Ways to Nurture a Climate of Inclusion in Your Classroom
Setting Up and Working With Groups
Identifying Students’ Leadership Traits
Whole Group Discussion Formats
Organizing and Conducting Class Debates
Advocacy and Perspective Taking
Talking to Decide: The Process and Place of Deliberation
Unit 4: School as a Safe Heaven for All Children
School wide Benefits of Nourishing Democratic Classrooms
Working with Students to Establish Rules of Conduct and Consequences
Creating a Positive Classroom Climate Together
Monitoring the Classroom Atmosphere During and Between Engagements
Ways of Improving the Physical Appearance of Your Room
Guidelines for Grouping Students

Unit 5: Building Social/Relational Skills in Schools
Key Concepts in Teacher-Student Relationships- respect, assertion, responsibility
Maintaining Parent-Teacher Relationships
Using Incentives to Influence Student Behaviour
Activities for Improving Communication Skills: e.g. games, impromptu speaking, writing letters to newspapers, designing campaign posters

Unit 6: Conflict Resolution Strategies
Definition of conflict
Constructive and Destructive Conflict
Sources of Conflict Among Students
Communication processes for Dealing with Angry Students
Active Listening and Perspective taking
Problem Solving and Mediation in the Classroom
Managing Classroom Conflict

Course Assessment: Individual Journal 40% Group work 50%
Class Participation 10% (to be determined by tutor)
Group Assessment: Students will be required to work in small groups to compile a book of resources (e.g. games, other activities) for teaching democratic processes to selected grade levels
Please note that there is no written examination for this course
Reading List
Curwin, R. & Mendler, A. (1999). Discipline with Dignity. Alexandria, VA: ASCD