Crocco Notes:

● The importance of modeling democracy:

○ evidence , reason, personal experience
● Influence of incivility in everywhere they have (students)
● STUDENTS CAN HAVE PROFESSIONAL DISCUSSIONS
● The importance of skillful facilitation
● Teaching argument is just as important as civility (core of social studies)
● “Selective evidence” - the favor of outside sources
○ Peer pressure, social media, anything and everything that influences them
● “Justification” = easy to solve? - argue with evidence. Have it be a requirement
● Page 6 & 7 seems like poor classroom management?
○ How much can the teacher intervene
● Males tended to dominate deliberations.
○ Wheres the girls?
■ Maybe talk about subjects that they are into? Are we not engaging girls?
● The Importance of scaffolding for hard topics and “hot” topics like race or gender
● Establish your ground (now classroom management gets mentioned)
○ Even students can make their own rules?
■ Gray area?
■ Like what in the world?
● SELECT YOUR TOPIC(s) CAREFULLY
○ Don't do role play or perspective
● Structure is important in varied ways! Its very important cause it can easily get away
from you!
○ Cater to all thinking!
○ Even the kids who don't talk or we have biased mindsets have the best
arguments
● Engaging student is important to their participation

Hess Notes
● Disclosure…… how much is to much info
○ Starts off mentioning universities how much is to much info for HS?
● It's Problematic to disclose,
○ DISCUSSIONS ARE FOR STUDENTS
● Middle school it helped to disclose?
● Highschool it did not work… they were “divided”
● But it argues if we chose not to disclose then what about the trust we try so hard to
establish?
○ Neutralism
■ Taking that side and doing so sometimes we show we are forced to do
so, have sarcasm, and in a sense then whats the point!
■ So true
● What role should we play
 ○ Well it depends on the subject?
● 80% think it's fine to share
● Continuums
○ Pure neutrality
○ The ones who try their best to stay neutral but slip
● Student reporting
○ They can tell
○ They see through you
○ Misinterpretation what they see aso (HUGE!)
● Our disclosure has a major influence
○ Imagine being a racist and influencing another racist!?
○ We have a huge impact on their ideologies and have they form them
○ Indoctrination
○ Political positions
■ When they should be experimenting to choose their own on their own
○ Positives are questionable
■ One student commented that its good to be exposed?
■ hes clearly more mature
■ What about the weak individuals?
○ Apparently the studies say they aren't influenced?
■ So whats the fear then?
● Knowing what to disclose makes us very aware of our pedagogy
○ So its good for us to experiment and be very aware of all we say and do
● NO PREACHING
● Students really wanna share but don't want their ideas shut down
○ Apparently students like teachers who help sway opinion
○ They have a lot of respect for them
○ If students know about disclosure they are most like to be neutral about
disclosure lol
● They can tell if a teacher wants them to be like them
○ So they are very aware so the fear of influencing them if very arguable and
refutable
● Disclosure drive and influences our discussions

❏ So in all students really want to discuss. Getting to play the role of adults
❏ As much as we want to be respected, student also want to be respected. Once we do
this, we are liked therefore our classroom grows with fruitfulness in learning
❏ FAir play, the right to share info

Favilitator video:

● Shouting matches
● Don't want students to get erratic
● Promote civility
 ○ Like politics
○ Politics within politics
○ Increase civility within structure
○ Establish community
○ Ground rules
○ Deliverations
○ Formats
○ Pros and cons and beyond
○ Go beyond facilitator
● Statistics
○ Teacher were divided
○ Students said its fine to share views
● Fear of influence
○ Ideological and pedagogical
● Teacher can hinder tremendously the conversation

My repsosne
- Listening and understanding … having students share