What I loved most about this chapter was the connection between teaching political science (civics) and good classroom management. Clearly, there is a connection. As a teacher, I will teach more by my example than by what I say. Teaching civics will be an upward call for me as a teacher. In order to make it applicable for the students, I will need to help them make the connection to our classroom. I need to be a democratic teacher:
who engages the help of my students in establish class rules.
holds students accountable for those rules in a fair and consistent manner
holds classroom meetings which invite open discussion for emerging issues.
promotes class spirit with the use of classroom symbols, songs, etc.
In addition, I need to help students branch out from their role as students and embrace their role as citizens of the United States by promoting civic responsibility. My students need to understand that with their rights as citizens, come responsibilities. Among the responsibilities that I want to help students develop are the responsibililities to vote informatively, consistently, and responsibly, to know their nation's history, to speak up for those who cannot speak for themselves, to volunteer, and to get involved with government and/or school events.
Along those lines, I think one of the most important lessons we can teach children today is to engage in the work that will help them determine fact from opinion. We live in a world today where we are inundated by people's opinions. We can surf the internet or turn on the television and find someone spouting an opinion about almost any topic. I want my students to understand the value of research, gathering facts, determining reliable sources, and developing their own convictions on civic and other matters. This is critical thinking at its best.
Actually,
Aricka
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