ERIC Number: ED380378
Record Type: RIE
Publication Date: 1994-Apr
Reference Count: N/A
The Language of a Classroom Democracy.
This research analyzes language development in the classroom as fostering the development of students who are community builders, problem solvers and critical thinkers. Examples of both positive and negative classroom situations are used to illustrate these three language domains. Successful classrooms are safe communities where children are willing to take risks and offer opinions, where they respect their peers and the teacher and, in return, are equally respected. Teachers play a pivotal role in developing that sense of community, but often fail to do so based on their own personal classroom experiences. As a result, the teacher-centered mode dominates where language is used mostly to control and regulate student behavior. This "silencing" of students is analyzed through Michelle Fine's work in New York City public schools and other related research. A reality based curriculum with real life problems for students to resolve with opportunities for students to develop critical thinking skills is suggested. (EH)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Association of Childhood Education International (New Orleans, LA, March 30-April 2, 1994).