life goal. check.

here's the article and photo i submitted to education world magazine. the article says, don't be an ass hole teacher. the picture says, i might be 23, but damn, i am professional and mature. and, i use capital letters!

education as a freedom practice (which they chose to entitle "classroom democracy practice")

India is the most populous democracy in the world. Yet, the Indian education system is rife with inequalities. Hierarchical classrooms based on teacher power and rote memorization of facts do not prepare students for future roles as members of a democratic society. Rote learning nurtures blind obedience to authority and perpetuates the status quo. The good news is that educationists have discovered alleviation of inequality in classrooms is the pre-eminent means of catalysing grassroots social change. As teachers, it is our responsibility to encourage ‘freedom practice’ in education to stimulate active participation of all students and prepare them become active citizens of a democracy.

Implicit in the premise that education offers opportunity to create an egalitarian society, is acknowledgement that society is currently imperfect. As a secondary social studies teacher at the Woodstock School, Mussorie, I make a conscious effort to break out of a system in which the teacher is the sole power centre. A premeditated effort is made to empower students to practice democracy because democratic classrooms have no place for rote memorization and a single power holder. Students are encouraged to express opinions dissenting from textbooks and differing from those of classmates or teacher — so long as dissent is expressed respectfully.

As teachers, we have the power to construct classrooms based on equality. Therefore in my social studies classes a ‘classroom constitution’ defines the social purpose of education and qualities of ‘good’ classrooms, students and teachers. Students and teacher hold each other accountable for exemplifying these constitutional qualities. While the teacher composes the final draft of the constitution and reserves the right alter the rules when necessary, students value their roles as contributors to the classroom structure.

A constitution written by students and teacher demonstrates appreciation of student opinions and diminishes power struggles between teacher and students. A democratic classroom not only inspires students to become active learners and free thinkers, but also eliminates insubordination – a common problem in classrooms dominated by the authority of the instructor. Classroom management is most effective when each voice is heard and every student feels appreciated. Students are more likely to rebel when they feel their voices and opinions are unimportant. Democratic classrooms create arenas in which both teachers and students are valued for their opinions and roles. Student individuality is asserted in the framework of the natural operations of the classroom.

As educators, we need to weigh the implications of our non-verbal cues and room designs. Classroom configuration directly indicates the power structure of the room. A specific hierarchy is implied when all desks face the teacher’s podium. A different power relationship is demonstrated when students are seated in desk clusters. The desks in my classroom are arranged in a u-shape formation — rather than rows — to affirm that each student has a voice that is valued.

Of course, defining characteristics of democratic classrooms extend beyond seating arrangements. Encouragement of discourse enables students to use critical thinking skills in the classrooms. A student commented in his teacher evaluation report: “I highly, highly recommend that you continue being confident that your students can take their own initiatives. I mean, a lot of teachers don’t let us do anything because they mistrust us (“you can’t work in groups, because you won’t work”). But you always trust us and sometimes let us choose what we want to do.”

When students’ opinions are valued, there is no reason for them to disrespect their classmates or teachers. Providing a forum where ideas can be shared openly prepares students to become active members of democratic societies. When students believe they are valued members of a classroom community, they are likely to develop the confidence to express opinions in larger society within corporate and government structures.

If India’s educators are serious about building a free and egalitarian society, morally responsible future citizens must be groomed in the nation’s 1.1 million schools. The education of youth is not a simplistic exercise of instilling knowledge, but a socialisation endeavour that prepares students for societal roles. Therefore the role of teachers in society is not to cover information, but to uncover it. Our behaviour and attitudes in the classroom have implications far beyond students’ schooling. We often see our students more frequently than their parents or families. Therefore our interactions with them can increase or decrease their self-confidence.

Democratic classrooms instill awareness of the uniqueness of individuals. If students are able to assert their opinions respectfully and openly in their classrooms, they are more likely to do so in larger arenas beyond school gates. When teachers practice freedom it is impossible for society outside the bounds of school to remain untouched.

Courtney Humm teaches social studies at the Woodstock International School in Mussoorie.