Classroom Climate
“The focus is on standardization, teacher proofing, measured outcomes, and the prison shuffle” (Clabaugh, 2008), p.97.
In today’s society there is a false perception that emphasis is placed on students to identify and display their individuality both socially and academically. A truly democratic classroom is not possible when children are placed into classrooms where levels of learning and needs vary. A large classroom size leaves no room for a one to excel. It poses a challenge for teachers to dedicate the deserved time students should receive in order to truly standout and shine. Many of times those students are somewhat disregarded because much of the attention and support is spent on students with behavioural or academic issues. Students are compared to one another based on a level or ‘bump it up’ system. Learning in the school system is not based on individual needs. It is standardized based on government regulations and operates as a top-down system. The students are setup to perform academically in a systematic approach where there are measured outcomes. They are expected to show up to school every day and all learn the same material regardless of what or how their needs should be met in order for them to truly be free to demonstrate their individuality. Teachers are expected to follow the government issued curriculum and facilitate a general learning of various materials. In return certain expectations and guidelines are dictated to students. Perhaps with smaller classroom size, more one on one attention/support and a more liberated style of learning could potentially result in a democratic classroom.
A.D
NO: Clabaugh, G.K. (2008). Second Thoughts about Democratic Classrooms (pp. 96-101)
In today’s society there is a false perception that emphasis is placed on students to identify and display their individuality both socially and academically. A truly democratic classroom is not possible when children are placed into classrooms where levels of learning and needs vary. A large classroom size leaves no room for a one to excel. It poses a challenge for teachers to dedicate the deserved time students should receive in order to truly standout and shine. Many of times those students are somewhat disregarded because much of the attention and support is spent on students with behavioural or academic issues. Students are compared to one another based on a level or ‘bump it up’ system. Learning in the school system is not based on individual needs. It is standardized based on government regulations and operates as a top-down system. The students are setup to perform academically in a systematic approach where there are measured outcomes. They are expected to show up to school every day and all learn the same material regardless of what or how their needs should be met in order for them to truly be free to demonstrate their individuality. Teachers are expected to follow the government issued curriculum and facilitate a general learning of various materials. In return certain expectations and guidelines are dictated to students. Perhaps with smaller classroom size, more one on one attention/support and a more liberated style of learning could potentially result in a democratic classroom.
A.D
NO: Clabaugh, G.K. (2008). Second Thoughts about Democratic Classrooms (pp. 96-101)