involving students in decision making processes within the classroom is one of the most actionable practices a teacher can do to foster trusting, respectful relationships with students, while also developing student autonomy over learning (Gorny-Wegrzyn & Perry, 2021, p. 225; Burns, 2013 p. 167; Gilmour, 2021, p. 1-2). Deconstructing traditional classroom hierarchies by providing students a role in the creation of content, assignments, and assessments helps increase student engagement and fosters classrooms built upon concepts of kindness and care. Teachers can utilize co-creation by:

applying classroom learning to the real world is an important way to engage learners and make their education personally relevant. Educators should make the effort to explicitly connect the theories, concepts and skills taught in the classroom to their potential utility for students outside of the classroom. In the context of CKP, learning is not about simply being exposed to new concepts and ideas, but also about inspiring action and changing one’s behaviours (Clark et al., 2020; Mochizuki & Bryan, 2015). Teachers can connect curricular concepts to real life practice by:

flexibility on behalf of both learners and educators is an important competency to foster adaptability and resiliency. To create lessons that incorporate ideas of co-creation, inquiry, student autonomy, and community engagement, educators must be comfortable with a much more inclusive and dynamic understanding of what learning looks like. Teachers have to be willing to make changes to their teaching based on student interest, feedback and self-reflections. When teachers truly appreciate the humanity of students, the uniqueness of each individual learner will mandate flexibility with how they interact with curriculum (Masland, 2021, p. 27). Student’s must also develop the ability to be flexible, as the reality of our changing world requires individuals and communities that can withstand and adapt to change. Teachers can demonstrate flexibility to students by:

1. Using content menus and concepts of co-creation
2. Show they are actively listening to student feedback by incorporating suggestions where they can
3. Adapting or designing new lessons to meet the specific needs of a class instead of reusing old lessons
4. Providing multiple ways for students to engage with the course and demonstrate their understanding
5. Creating course policies using student input

it is important for learners to not only develop an understanding of course concepts and competencies, but also an ability and confidence to use these skills and comprehensions in the real world.  In the context of CKP, active participation, decision making, and public debating, both within and outside the school setting, are important aspects of connecting theory to practice and focusing education on difference making (Vongalis-Macrow, 2010). Additionally, students must foster the ability to take their learning into the broader community to work collaboratively with other people. This requires being open-minded, receptive of new ideas, and comfortable defending their position. Teachers can create environments of collaboration and discussion by:

1. Balancing independent, autonomous time with group work  
2. Include debates, discussions and dialogue regularly in their lesson planning  
3. Ensure their classroom is a safe place for diversity of thought  
4. Instill an understanding that positions must be supported with reasoned explanation   
5. Seeking out opportunities to actively engage in collaboration with community initiatives  

inquiry learning is defined as the process of answering a question, whereby students are given an opportunity to engage with context, conceptualize components of a question, collect data and present any relevant information (Menon & Suresh, 2020). Inquiry learning demands that students actively engage with critical thinking about real world issues, and fosters student independence, resiliency and problem-solving skills. In the context of CKP, inquiry learning allows for co-created, hands-on learning that prioritizes real life practice, action and community involvement. Teachers can design inquiry learning activities and lessons by: