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In my view: Democracy in the classroom
By Margaret Orr, National CPD Team
In considering the relationship between democracy, with its emphasis on having a voice in determining the future and the expectations of pupil involvement in shaping the learning process in AifL and Curriculum for Excellence, and the enhanced rights of those under the ASL and GIRFEC umbrellas, the role of teachers and colleagues in helping children and young people appreciate both their entitlements and responsibilities in a democratic world has never been in sharper focus.
Pupils learn about democracy through direct teaching of the concept and the history of how it emerged world wide. They also learn from the experiences they have within the classroom in terms of how the learning environment is organised, how their individual needs are responded to and the expectations which we have of them in undertaking relevant responsibilities for their benefit and those of their classmates.
Teachers have always involved pupils in determining the most appropriate teaching and learning approaches - although not necessarily articulated in AifL terms. Every time we have asked pupils what they thought of the lesson; of their own work; to assess their classmates' efforts; to collaborate on drawing up class rules; to vote on members of the pupil council; to be a council member we are encouraging their active involvement in the democratic process. Every time we consult pupils and adapt our teaching or the learning environment as appropriate and by ensuring that there is a culture of individual and mutual responsibility we are modelling democratic principles.
The experiences and outcomes related to Health and wellbeing reflect many aspects of democracy in action, for example " As I explore the rights to which I and others are entitled, I'm able to exercise these rights appropriately and accept the responsibilities that go with them. I show respect for the rights of others". Representing my class, school and/or wider community encourages my self-worth and confidence and allows me to contribute to and participate in society". "Through contributing my view, time and talents, I play a part in bringing about positive change in my school and wider community".
In considering how we plan the opportunities for children and young people to overtake these outcomes we shouldn't lose sight of the fact that in our every day interactions we are spontaneously delivering the goods!