Classroom decision-making : negotiation and process syllabuses in practice

How can we involve students in classroom decisions? What difficulties might arise? What benefits can be expected? This collection addresses these questions by bringing together accounts from teachers who have introduced shared decision-making with students. The book describes the rationale for process syllabuses, which aim to provide a structure for negotiation. It provides examples from primary, secondary, tertiary and teacher education from a wide range of contexts - including Europe, the USA, South America, and Asia. The collection focuses on practice and provides a framework for teachers to experiment in their own classrooms.

1 The significance of negotiation

2 Negotiated evaluation in an ESL context

3 Negotiating assessment with secondary school pupils

4 Introducing negotiation processes: an experiment with creative project work

5 "We do what we like": Negotiated classroom work with Hungarian children

6 Is a negotiated syllabus feasible within a national curriculum?

7 Refining negotiated classroom work in a Spanish secondary school

8 Negotiation in tertiary education: clashes with the dominant educational culture

9 Syllabus negotiation in a school of nursing

10 Negotiating the syllabus: learning needs analysis through pictures

11 Reality therapy: using negotiated work in a technical writing class

12 Negotiation of outcome: evaluation and revision decisions in the Writing Curriculum

13 Learners, practitioners, teachers: diamond spotting and negotiating the role boundaries

14 A Process Syllabus in a methodology course: experiences, beliefs, challenges

15 Discourse, process and reflection in teacher education

16 Negotiation, process, content, and participants' experience in a process syllabus for ELT Professionals

17 Negotiation as a participatory dialogue

18 The practicalities of negotiation

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