Democracy AND Obedience

The literature on this topic is very clear, teachers should be teaching in a way that fosters democratic values such as critical thinking, curiosity, and reflection. The literature on this topic is qualitative, observatory, and theoretical in nature with a lack of empirical statistics. The authors argue that there needs to be a larger emphasis on social issues and developing critical thinking skills rather than focusing on standardized testing and narrowing the curriculum. The debate is not so much about Democracy vs. Obedience, but how can we develop democratic values in our students and retain control of the classroom while leading effectively.

The real question is what does this look like in practice?

1. Documentation

2. Teaching Style

3. Classroom management

Documentation

Documenting student learning through observations of student reflections creates a more transparent and inclusive educational environment.

• Builds stronger connections between teacher and student

• More observational assessments to understand students critical thinking skills and emotional regulation

• A more collaborative approach where students are encouraged to work with their peers on learning tasks

In this approach, teachers guide students to collaborate on problem-solving, decision-making, and learning, empowering them to take ownership of their education and develop critical thinking and teamwork skills.

Teaching Style

The balance of control and nurturance within a classroom influences student receptiveness and overall success (Walker, 2009). 

• Establish Consistent Demands: set clear and consistent expectations for student behavior to provide structure and clarity 

• Scale up maturity demands: adjust expectations and demands according to students’ developing capacity for self-regulation

• Be responsive and supportive: pay attention to students needs and provide necessary support and resources 

• Promote Positive Student-Teacher Relationships: these relationships can help teachers push students towards new challenges while creating an inclusive environment 

• Avoid Over-Reliance on Control or Nurturance Alone: an overemphasis on control can lead to students using less desirable learning strategies, while an overemphasis on nurturance with insufficient control may result in less academic achievement

Classroom Management

Encourage student voice and shared decision making

• Co-create classroom rules and expectations

• Implement student led discussions

• Allow students to decide on activities in a democratic way

Balance authority with autonomy

• Be firm but also supportive

• Ensure students know what is expected of them

• Ensure students know what the consequences of their behavior is and encourage them to make independent decisions

Encourage critical thinking over memorization

• Focus on inquiry-based learning rather than just having students remember things

• Have students analyze different perspectives

Activity - Examples and Scenarios

In utilizing what we have learned from researching this topic, our activity will aim to promote peer collaboration, critical thinking, and personal reflection.

In small groups, discuss how you would deal with the following scenarios by asking yourselves: (a) How do you think you would respond in the moment when faced with this scenario (your gut reaction) and why?; (b) How would you like to respond to this scenario (your ideal reaction) and why?; (c) How do these scenarios and subsequent responses reflect either democractic principles, obedience tendencies, or a combination.

Scenario One: A Student Consistently Interrupts Class Discussions

One student repeatedly interrupts others during class discussions. The student often has valid points, but the interruptions disrupt the flow of the lesson and limit other students’ participation and engagement. As a teacher, you are trying to balance the need to maintain a structured discussion while also supporting this student’s active participation.

Scenario Two: Group Work Dynamics - Student Conflicts Over Task Allocation

During a group project, two students argue about how to divide the work. One student feels that they are being unfairly assigned the easier tasks, while the other argues that they are better suited for the more complex parts of the project. The teacher must decide how to intervene, if at all, while also considering the group’s overall productivity and self-determination.

Scenario Three: A Student Wants to Change Their Seat

During independent work student asks to change their seat because they feel they work better in a different area of the room. However, the student’s current seat was thoughtfully assigned based on a seating chart that aims to mitigate distraction and increase engagament of the whole class. The teacher needs to decide whether to accommodate the student’s request or stick to the seating arrangement.

Scenario Four: Student Not Completing Homework

A student repeatedly forgets to complete their homework. The teacher knows the student is capable but may be struggling with time management, motivation, or home circumstances. The teacher must decide how to address this issue in a way that encourages accountability without causing undue stress.

Scenario Five: A Student Cheats on a Test

A student is caught cheating on a test. They admit to it and apologize, explaining that they were feeling overwhelmed by personal issues at home. The teacher needs to decide whether to follow the school’s disciplinary procedures or to consider a more empathetic, context-based response.