Q.

How will you relate the Gibb’s cycle Blooms taxonomy? How are these same and what are
the differences in them?

ANS:

Graham Gibbs created the Gibbs Reflective Cycle in 1988 to organize learning from experiences.
It provides a framework for analyzing experiences and, given that it is cyclical, lends itself
particularly well to repeated experiences, allowing you to draw lessons and make plans from
both good and bad experiences. It includes six stages:

An explanation of what happened

Feelings and thoughts about the experience Evaluation of the experience, both good and bad
Analysis to understand the circumstances

Summary of your findings and suggestions for improvement

Make a plan of action for how you would handle such circumstances in the future or consider
making any necessary general modifications.

The following provides more details on:

Each level of the model is provided a more detailed description, suggested questions to ask
yourself, and an illustration of how this may appear in a reflection. Different levels of reflection -
a case study of using this paradigm to reflect more briefly. This is merely one reflectional model.
Examine it for yourself by putting it to the test. Concentrate on those questions if you find that
only a handful of them are beneficial to you. You are more likely to interact critically with your
learning experience if you consider each stage. This model is useful for processing an
experience. This could be a one-time occurrence or something you encounter repeatedly, like
meetings with a team you need to work with. Gibbs originally recommended using it in recurring
circumstances, however the stages and ideas also hold true for one-time encounters. If the action
plan is created for a standalone event, it may become more general and focus on how you may
use your conclusions moving forward. A list of useful questions is provided below for each level
of the model.

You don't have to respond to all of them, but doing so will help you determine the kinds of
things that might be appropriate to include at that moment. Other prompts could be more
effective for you.

Assignment for group work

My group, which consisted of three other students from my course, and I decided to divide the
various portions among us so that we would only have to research one component each for an
assessment written group project. We didn't need to schedule time to sit down and write it
together because we thought we could just piece the assignment together in the afternoon on the
day before the deadline. But as soon as we sat down, it became apparent that the sections weren't
written in the same manner. In order to turn the assignment into a coherent piece of work, we
were forced to rewrite the majority of it. We had allotted ourselves enough time before the
deadline to write our respective sections independently, but we had not budgeted a lot of time to
rework in case something went wrong. So that the assignment could be completed in time for the
deadline, two members of the group had to cancel their evening commitments. Here, you can
examine any emotions or ideas you may have had while having the experience and how they
might have affected it.

Good questions to ask:

What emotions did you experience at the time?

How did you feel both before and after the incident?

What do you suppose other people were thinking and feeling at the time?

How do you believe other people currently feel about the circumstance?

What were you contemplating at the time?

What do you think of the current circumstances?

'Feelings' Example

Assignment for group work

I was content and thought we had divided the work up wisely before we got together and realized
we still had a lot of work to do. I became extremely irritated when we realized we couldn't turn
in the assignment as is. I had no drive to actually do the revising because I was confident it
would be successful. Due to the fact that a few group members had to postpone their plans, I
found myself feeling quite guilty, which motivated me to work harder and finish the work earlier
in the evening. Looking back, I'm happy we made the effort-related decision.

Evaluation

Here, you get the ability to assess what did and didn't work in the circumstance. Be as unbiased
and truthful as you can. Focus on both the positive and negative parts of the circumstance, even
if one or the other was more prominent, to get the most out of your reflection.

Good questions to ask:

What aspects of the experience were positive and negative?

What succeeded?

What went wrong, exactly?

What positive or bad contributions to the situation did you and others make?

Example of a "Evaluation" Group project

The fact that each group member delivered high-caliber work by the set deadline was one of the
things that worked well. In addition, the fact that two group members had to postpone plans
inspired us to work harder that night. That enhanced the group's commitment to hard effort. We
plainly anticipated that everyone would write in the same style, which made the group's overall
time plan ineffective.

Analysis

You get a chance to make sense of what transpired during the analysis stage. You have been
concentrating on the specifics of what took place in the circumstance up to this point. You now
have the opportunity to interpret it. You should focus on the various elements that went well or
poorly and consider why. This is the obvious location to include scholarly material if you're
looking to do so.

What factors helped things run smoothly?

Why did it not work out?

What kind of sense can I make out of this?

What knowledge—my own or that of others—can aid in my comprehension of the situation?

An illustration of analysis

Assignment for group work

Because everyone had a voice in whatever portion of the assignment they wanted to work on and
because we divided the work according to people's self-identified skills, I believe that our initial
division of the work went smoothly. I've done this before and found that my favourite types of
work to do alone are those that play to my abilities. To me, it makes sense that this holds true for
groups as well. I believe that we didn't fully consider this strategy because we believed that it
would ultimately save us time when we were stitching the pieces together. In reality, it ended up
taking far longer than we anticipated, and we had to hustle and stress through the rewrite. I
believe that we ended up in this scenario because we had not planned how we were writing and
organizing the sections.
I looked through some group work literature and discovered two things that make sense of the
circumstance. According to Belbin's (e.g., 2010) team roles, each member of a group contributes
different strengths and limitations. Although we didn't approach our team members in Belbin's
manner, we did use their various abilities, which appears to be the key to productive teamwork
and task delegation. Another hypothesis that could shed light on why we failed to foresee the
failure of the plan is "groupthink" (e.g. Janis, 1991). Groupthink is when members of a group
will not voice opposing views to a prevailing viewpoint or decision because they don't want to
appear uninvolved. I believe that if we had been critical of our plan and challenged our
presumptions, we would have realized that it was doomed to failure. We continued encouraging
each other that it would work, which is a collective rationalization. We also may have had an
illusion of invulnerability because we are all good students and couldn't possibly have done
anything wrong.

I believe that understanding groupthink will be beneficial in the future when making judgments
in groups. You can draw inferences about what transpired in this part. Here, you should highlight
the lessons you've learned and how changing your behaviour now could lead to better results
down the road. It ought to be a logical continuation of the earlier portions. Good questions to
ask:

What did I take away from this experience?

How could things have turned out better for everyone concerned? What abilities do I need to
cultivate in order to better handle this situation? What other options did I have?

An example of a "Conclusion" group project

I discovered that when a group wants to break work into pieces, we must first decide how each
segment would look and feel. If we had done this, it would have probably been able to put the
sections together and submit them without doing much or any editing. In addition, I'll keep
asking folks to identify their own skills and, for longer projects, I might even advise utilizing the
"Belbin team roles" structure. Finally, I discovered that sometimes we need to question the
choices our group seems to be making in order to make sure that we are not merely making these
choices out of groupthink. action programme

This stage involves making plans for what you would do differently in a related or comparable
circumstance in the future. It can also be quite beneficial to consider how you can support your
own efforts to behave differently, so that you don't just plan what you will do differently but also
how you will ensure that it occurs. Sometimes the realization alone is sufficient, but there are
other occasions when reminders could be useful.

Good questions to ask:

How would I approach the situation differently if I had to repeat it? How will I get the necessary
skills? How can I be certain I'll behave differently the next time? An example of a group
assignment called a "Action Plan"

The following time I work with a group, I'll ask them about their strengths. When we meet for
the first time, this is simple to do and remember. If we don't know each other well, it could also
serve as an icebreaker. Next, if we choose to split the labour, I will insist that we first make a
plan for what we want to accomplish. We might write the introduction or first section
collectively initially, which would give us a reference for when we wrote our individual parts. If
anybody suggests splitting up the job in the future, I'm convinced that this current experience
will serve as enough of a reminder for me to make this suggestion. Finally, I'll ask whether we
can examine our initial choices so that we can be sure we're acting rationally and prevent
groupthink. I will let the group know if I have any worries. I believe that keeping in mind that I
want the best outcome possible will enable me to disagree even when it is uncomfortable.

Various levels of reflection

You might wish to employ various levels of information depending on the setting in which you
are conducting the reflection. The same scenario utilized in the last example is provided here,
except much more succinctly. A succinct illustration of Gibbs' reflective cycle: Assigning parts
for a group project based on people's areas of strength. We had to spend time revising the
homework because it was written in many ways when we tried to piece it together.

I had positive feelings about our idea and believed it would be successful. I was angry that we
had to rewrite it.

Evaluation:

The division of the sections went smoothly. However, it didn't work because reworking the
sections for coherence and writing styles wasn't anticipated or planned.

Analysis:

Work should be divided up based on each person's specific strengths. Belbin's (2010) team duties
would imply a similar idea. It appears to work good because I have done it before. We didn't
have a plan for what it needed to look like, which is why trying to piece the job together failed.
No one dared to voice an objection because we were so intent on finishing swiftly. The final
component can be described by "groupthink" (e.g., Jarvis, 1991), where individuals make a
decision that is not optimal because they are scared to go against the consensus. Conclusion:

I discovered that it is effective to play to people's strengths. Additionally, it is beneficial to

sketch out the look of the task before starting on our own. Last but not least, I'll keep in mind the
risks associated with groupthink and what to watch out for.

Plan of action

In the future, I'll separate group projects according to Belbin's team duties. In order for us to
reflect that in our own writing, I'll also suggest that we write one section together before we
begin our individual assignments. In closing, I When I have concerns, I speak them out because I
know it will help the situation.
Q.2

Explain in detail different types of action researches.

ANS:
A teacher's practice may alter as a result of engaging in teacher research, which is a potent type
of professional development. But what precisely is it, and what does it entail? Research
conducted by teachers is useful and action-oriented. It enables educators to explore what they
and their students do based on their interests and needs. Teachers who engage in teacher research
discover that it broadens and enriches their pedagogical knowledge and brings them into contact
with colleagues who share their enthusiasm for classroom research. This kind of study is referred
to as "action research" by some researchers. According to Mills (2002) Any systematic
investigation carried out by teacher-researchers, principals, school counsellors, or other
participants in the teaching/learning environment to learn more about how their specific schools
run, how they teach, and how effectively their students learn is known as action research. In
order to improve student results and the lives of everyone engaged, this information is being
gathered with the following objectives in mind: obtaining insight, cultivating reflective practice,
affecting positive changes in the school environment (and on educational practices in general).

1. When conducting research in their own classrooms, teacher-researchers take on the roles
of both participants and observers. They carry out the following duties while playing
these dual roles:
2. Create research questions based on their own interest in the instruction and learning that
takes place in their classrooms.
3. Systematically gather data and investigate various study methodology.
4. Examine and analyze the research technique, data, and analysis.
5. Express their own research in writing.
6. Disseminate research findings to students, coworkers, and other educators.
7. Talk about the connections between practice, theory, and their own research with peers.
8. Investigate their underlying presumptions concerning instruction and learning.
9. Take charge of their own professional development.
10. Teacher research can alter a teacher's practice, but it can also significantly influence the
creation of priorities for school-wide planning and assessment initiatives and add to the
body of knowledge about teaching and learning in the profession.
11. Findings and implications from teacher-research initiatives frequently have the following
effects:
12. Greater sharing and cooperation between divisions, fields of study, and grade levels.
13. More discussion of educational concerns and student learning.
14. Improvements in teacher-student communication
15. A rise in student performance.
16. Revision of practice in light of fresh insights on instruction and learning
17. Staff development created and started by teachers.
 18. Establishing priorities for efforts at school-wide planning and evaluation.

Contributions to the body of teaching and learning knowledge in the profession. Teachers need
more time and resources to conduct, assess, and communicate their findings in meaningful ways
if they are to engage in teacher research. Fortunately, there are many tools accessible in my
school system, Fairfax County Public Schools, for teachers who want to participate in teacher
research. A network of teacher-researchers is supported by the Office of Staff Development and
Planning (a part of Instructional Services) in our educational system. Teams of teacher-
researchers can meet periodically throughout the academic year to support one another in their
research with the help of staff development funds provided by the office. The Office hosts an
annual conference every spring where teacher-researchers present their work to participants in
the larger educational community during roundtable discussions and panel discussions.
Additionally, workshops are offered on subjects including advice for publishing initiatives and
how to write grants to fund research. In their book Teacher-Researchers at Work, Marion S.
MacLean and Marian M. Mohr give genuine teacher research project reports from Fairfax
County teachers.

Q.3
Critically analyze current syllabus of Science being taught at grade four.

ANS:

Included in the traditional definition of a profession are four class criteria: compensation, social
standing, independent or authoritative power, and service. A constant list of traits characterizes
vocations that have historically been regarded as professions, including law and medicine. These
qualities include professional autonomy, a well-defined, highly developed, specialized, and
theoretical knowledge base, the ability to control how newcomers are trained, certified, and
licenced, the ability to self-govern and self-police, particularly in terms of professional ethics,
and a dedication to public service. One of the key traits of a modern profession is the presence of
a collegium. Having an esoteric service, pre-service training, registration and regulation by the
profession itself, peer review and evaluation, a professional code of conduct, earned status, the
goal of public service, and customer care are the eight qualities that most professions have. The
core characteristics of a profession are a particular body of knowledge, a service objective, moral
standards, independence, and a unique culture.

The chosen seven qualities of a profession are: important service to society; driven by a vocation
to serve; particular knowledge and abilities; advanced university training in a specialized field;
public trust and prestige; code of ethics and performance standards; and professional
organization. As lifelong learners, reflective thinkers, and ethical leaders who embody the values
of literacy, scholarship, and social justice in a varied and ever-changing society, professional
teachers should develop. According to the National Council for Accreditation of Teacher
Education, a teacher's dispositions are their core beliefs, commitments, and professional
standards that guide how they interact with their students, families, coworkers, and communities.
These dispositions also have an impact on their own professional development as well as the
learning, development, and motivation of their students. Thus, everyone with whom the educator
interacts is directly impacted by his dispositions or qualities.

Numerous research have been conducted to define the traits of an educator. In the past, research
investigations have produced a plethora of lists of qualities and dispositions displayed by
effective teachers. All of the Purdue research delineated particular traits connected to excellent
teachers. These traits were acquired from a variety of sources, including student feedback, direct
observation, and instructor self-reporting. Didactic and pedagogical skills refer to a set of
theoretical principles and research data that lead to a variety of techniques and strategies that a
teacher chooses and shapes, depending on the context. They are not only understood as
familiarization with techniques that are then used mechanically, but also as the acquisition of
routines that, without a doubt, every teacher needs in order to save time and energy for the more
important aspects of his work (for the discussion on teacher skills as an element of professional
competency).
Numerous research in the same field demonstrate particular measures taken by teachers that may
contribute to their efficacy. The more effective teachers, it seems, use a variety of teaching
techniques, choose participative teaching styles, test and develop didactic material, present
information in a clear manner, combine words and pictures, use a variety of teaching aids,
maximise teaching time through systematic measures (e.g. planning, reduced disruptions in the
classroom), assign homework, and set realistic learning objectives. The capacity of a teacher to
detect student uniqueness, select the most successful way for each student, and develop
incentives for pupils are further critical components of performance. First, I use observation
scores within schools, spanning neighbouring grades and years, to account for the grouping of
children to schools and teachers. I specifically mention models with scores for instructional
quality averaged to the school-grade-year level and school-fixed effects.

This method, which I discuss in more detail below, is predicated on the idea that teacher and
student assignments are made at random within schools and between grades or years. Second, I
depend on a particularly extensive set of teacher traits, abilities, and practices in order to isolate
the independent contribution of instructional practices to student progress. I anticipate that there
are certainly additional aspects that are challenging to observe and are therefore not included in
my data. To investigate the potential level of bias in my estimates. I evaluate how sensitive the
outcomes are to models with various covariate sets. Furthermore, I consider the limitations of
this approach for interpreting results. The results show a correlation between ambitious or
inquiry-oriented mathematics instruction and kids' performance on a 0.10 standard deviation
low-stakes math test. Although estimates are sensitive to the particular set of instructor variables
included in the model, I also discover hints of a negative association between mathematical
errors and student achievement. I list the key findings as well as external and internal validity
risks. In my final section, I go over the implications of my findings for current teacher and
teaching quality research and policy.

I evaluate how sensitive the outcomes are to models with various sets of Although it is
considered to be economically necessary to increase the calibre of the teacher workforce, long-
standing customs that promote education and training or provide financial incentives based on
student achievement have had only modest impact. The "nature of teachers' work" was
established about thirty years ago. They claimed that it is challenging to explain why some
teachers are effective and what other teachers may do to become better due to the "imprecise
character of the activity." Recent studies compared subjective and objective (or "value-added")
measurements of teacher performance in an effort to test this notion. The middle of the
achievement distribution was where principals struggled to discriminate between teachers.

In math and reading, the principal ratings of teacher effectiveness and value added had weak to
moderate correlations, 0.25 and 0.18, respectively (0.32 and 0.29 when adjusted for measurement
error). Furthermore, despite being a statistically significant predictor of future student progress,
subjective judgments underperformed objective measurements. I assess how responsive the
results are to models using different sets of Although improving the quality of the teaching
workforce is thought to be economically vital, long-standing practices that encourage education
and training or offer financial incentives based on student accomplishment have had only a
minor effect. About thirty years ago, the "nature of teachers' labour" was developed. They said
that due to the "imprecise character of the activity," it is difficult to describe why some teachers
are successful and what other teachers may do to improve. In an effort to test this theory, recent
research compared subjective and objective (or "value-added") measures of teacher performance.
The middle of the achievement distribution was the hardest place for principals to separate
instructors.

In math and reading, the principal ratings of teacher effectiveness and value added had weak to
moderate correlations, 0.25 and 0.18, respectively (0.32 and 0.29 when adjusted for measurement
error). Furthermore, despite being a statistically significant predictor of future student progress,
subjective judgments underperformed objective measurements. Estimates for primary ratings
were 0.08 standard deviations (SD) in math and 0.05 SD in reading when both were included in
the same regression model. In contrast, estimates for value-added scores were 0.18 SD in
arithmetic and 0.10 SD in reading. The authors came to the conclusion that "excellent teaching
is, at least to some extent, observable by people close to the educational process even though it
may not be easily represented in those variables generally available to the econometrician" as a
result of this data.
Q.4

Develop your own portfolio reflecting your personal reflection, educational backgrounds,
motivation and key competencies and aims of life.

ANS:

The chance to create more efficient educational procedures has developed along with the
quickening growth of knowledge about human growth and learning. To fully benefit from these
developments, however, involves combining information from a variety of domains, including
biology, neurology, psychology, sociology, development, and learning sciences, and connecting
it to understanding of cutting-edge educational strategies. This essay aims to contribute to this
process by highlighting the consequences of a developing consensus regarding the science of
learning and development (SoLD), as it is described in a recent synthesis of the research, for
school and classroom practices.

We synthesize evidence about well-tested strategies that support the kinds of relationships and
learning opportunities required to promote children's wellbeing, healthy development, and
transferable learning using these articles as a foundation. This evidence comes from the learning
sciences and several branches of educational research. Additionally, we examine the evidence on
strategies that can boost resilience, help educators deal with adversity, and adapt to individual
variability so that schools can help all kids learn and take the right steps toward adulthood. The
concept for this work is based on relational developmental systems, which examines the
"mutually influential relations between persons and situations." This framework explains how
interactions between the environment, relationships, and learning opportunities that kids
experience both inside and outside of school, as well as biologically and functionally influenced
interactions between physical, psychological, cognitive, social, and emotional processes that
support or inhibit learning, shape children's development and learning.

The sciences of learning and development show how closely related these processes are to one
another and how they work together to produce the results that educators are accountable for,
despite the fact that our society and schools frequently compartmentalize them and treat them as
distinct from one another—and treat the child as distinct from the various contexts she
experiences. The development of intelligences and capacities is changeable, and the "growth of
the brain is an experience-dependent process," which activates neural pathways that allow for
new types of thinking and performance, are key ideas from the science of learning and
development. The brain and human abilities develop along the entire developmental continuum
and across the developmental spectrum (physical, cognitive, affective) in interactive ways as a
function of experiences. What occurs in one area has an impact on what occurs in another?
Emotions, for instance, can spur or prevent learning. Neural connections that support attention,
focus, memory, knowledge transfer, and application are influenced by emotions and social
context. Designing learning settings that are more supportive can benefit from an understanding
of how developmental processes interact in various situations and evolve through time.

Furthermore, interactions between a child's particular characteristics and his or her family,
community, and academic surroundings alter overall tendencies in development. Children
therefore have unique requirements and development paths that need for tailored instruction and
supports in order to promote the best possible growth in competence, confidence, and
motivation. The fact that this integrated and dynamic developmental system is best supported
when all facets of the educational environment support all facets of children's development is a
key conclusion for educators. In order to foster strong relationships and learning communities,
support social, emotional, and cognitive development, and offer a system of supports as
necessary for healthy development, fruitful relationships, and academic advancement, it is
imperative that schools and classrooms operate coherently and consistently.

The family and community contexts must necessarily be a part of this holistic approach. Strong,
respectful partnerships must be built in order to understand and build on the experiences of
children and, as necessary, to strengthen any parts of the developmental system where there are
obstacles to children's health and well-being. In what follows, we discuss the implications for
practice of these interrelated systems that address critical developmental needs: the requirement
for strong, supportive relationships that allow students to benefit from fruitful learning
opportunities in the cognitive, social, and emotional domains, as well as additional supports
(physical, social, emotional, and/or academic) needed to address specific circumstances that need
attention at a particular moment in time to maintain a positive development We emphasize that
each of these is interactive, interconnected, and must be tightly integrated into the overall design
of education.
Figure depicts the four sections that make up the rest of this review:

1. A welcoming setting that promotes a sense of community and strong relationships. These
include secure attachments and strong emotional ties with others, physical, emotional, and
identity protection, as well as a sense of purpose and belonging;

2. Effective teaching techniques that encourage motivation, skill, and independent learning.
These curriculum, teaching, and assessment techniques include carefully scaffolded instruction
and continuous formative assessment that support conceptual understanding, take into account
students' prior knowledge and experiences, and offer the right level of challenge and support on
pertinent and interesting learning tasks;

3. Social and emotional learning, which develops the abilities, routines, and perspectives
necessary for advancing academically and acting effectively. Self-control, executive function,
intrapersonal awareness, interpersonal skills, a growth mindset, and a sense of agency that
promotes resilience and productive action are among these. Another is a support system that
promotes healthy growth, attends to students' needs, and removes obstacles to learning. These
include a multi-tiered system of academic, physical, and social supports that offer individualized
tools within and outside the classroom to treat and prevent developmental detours, such as
trauma- and adversity-related problems.
Q.5

What is reflective knowledge? How can teachers Build communities of knowledge?

ANS:

According to the philosopher Hannah Arendt, engaging in moral debate with others is essential
to what it means to be human. "Only when we are able to discuss things with others do they
become human to us. Only by talking about what is happening in the world and inside ourselves
do we humanize it, and through talking about it, we develop our humanity." Students collaborate
in an interesting study of our past and the present in a reflective classroom community.
Knowledge is created, not merely taken in. Additionally, kids who have both their hearts and
minds engaged are recognized as active participants in a learning community. This kind of safe
learning environment fosters deep, democratic learning. This kind of environment demands
careful planning to create.

1. Mutual regard

This must be ingrained in all facets of a classroom and infiltrate the other elements as well. It
demonstrates a profound respect for the pupils as well as the subject matter. Student risk-taking
ability Will other students or even the teacher "shoot them down" or make fun of them for being
forthright with their ideas? When a student disparages or criticizes another student personally,
how will the teacher respond? Will students be valued and recognized as considerate members of
a learning community? The way a teacher acts under these circumstances sets the tone for the
entire class. Our conviction that a profound regard for every student is at the core of our
educational mission needs to be stated clearly and put into practice.

2. Purposeful Use of Space

The way we set up our rooms conveys a message to our children and makes a statement.
Different arrangements work better than others at fostering reflective communities. When a class
discussion is taking place, it makes it easier for participants to communicate with one another
when they can see one another's faces. It can help to arrange the furniture in a circle since it
fosters a sense of community. For small group work, grouping chairs and desks also makes
discussion easier. There is also the wall space. The creation of a contemplative environment can
benefit from the use of pertinent images, posters, and student work.

3. A Culture of Inquiry
Questions encourage active learning more than anything else, possibly even more so. Together in
a discussion, the teacher and the pupils are participants in a process of ever-deepening
consciousness. Student learning can only be enhanced and deeper comprehension fostered by a
healthy questioning of causes, motives, and underlying assumptions and attitudes.

4. Reflective Silence

One of the most effective and underutilized tools in the classroom is silence. The value of silence
can't be overstated, whether it's employed when a teacher speaks more slowly to highlight a
point, after posing a question, or even after a student has provided an answer. It gives kids room
for reflection and communicates to them that we believe they are thinking students who benefit
from reflection time.

5. Discussions between students

The discussion in class does not necessarily need to revolve on the teacher. Student-to-student
connection enhances learning, according to studies. There are several ways in which it might
occur, including:

 An unplanned conversation
 "No Hand Debate," in which students develop their own standards for a fruitful
discussion, test it out, and regularly evaluate how it's going.
 Student-led discussions.

6. Making Connections Between Content and Students' Lives, History, and the Modern
World

Students become more interested in what they are learning when they can relate it to their own
life. They recognize the value and understand how this type of education may enlighten and
enrich their lives. We can relate historical case studies to the ethical dilemmas kids confront now
rather than asking them to examine historical events. Students who are engaged in this way can
learn how decisions people make have shaped history. They can consider differentiating
themselves as well. For instance, considering the perspective of a bystander in a historical case
study encourages students to engage more deeply with the past while also considering how they
would react if they witnessed injustice in their own communities. Students are frequently eager
to create and engage in a reflective, trustworthy classroom community and learn from one
another when these kinds of concerns are at stake.

7. Giving students a variety of ways to express themselves and enhance their learning.
A student's learning can be demonstrated through sculpture, music, poetry, artwork, dance, short
tales, video projects, and other forms of expression, which can also improve and extend topic
understanding. A classroom climate where a range of student gifts are valued and recognized is
created by giving students several opportunities to express their learning.

8. Making Room for Different Points of View

There are instances when topics are brought up in class that could spark intense disagreements
and conflicting points of view. Teachers need to have the guts to bring up these issues as well as
the knowledge and know-how to handle them. A class debate on such topics could be upsetting,
run out of control, be unmanageable, and lead to hatred between students, hence some teachers
are hesitant to bring them up. It's not necessary to be like this. A strong democracy is built on the
ability to express one's own opinions and listen to others who differ from you. Students' thinking
is expanded and enriched when they can participate in a discourse that involves expressing their
own opinions and hearing those of others. This kind of pressure encourages children to grow up
and become responsible, engaged citizens. They have started to make room for one another,
which has helped them to develop their own ideas. This kind of in-depth, democratic learning is
feasible in a classroom that has been putting these eight elements into practice.