This paper deals with teaching practice as a means to improve the learning outcomes and the development of democratic competencies of students in schools. The formerly most widely used methods to control the behavior of the students and bring about discipline seem to work against the general learning aims of late-modern schools. As a consequence of the present critique of the classroom management tradition a distinction between management and leadership has acquired growing attention. The concept of classroom leadership seems to be better in accordance with fundamental educational aims in democratic societies. This trend is developing both in English speaking countries and in Scandinavia. The aim of this study was to present an empirically based view of classroom leadership as an aspect of teaching and learning in accordance with democratic principles. The empirical material of the study was observations of and interviews with five Danish teachers with a reputation of being excellent classroom leaders. Each teacher was observed in the classroom and interviewed several times during the school year 2008-09. The teachers worked in primary, lower secondary, and upper secondary schools, and the project aims to reveal the basis of skilled teachers´ classroom practice. Which aspects help improve the quality of teaching, and which aspects help improve the learning of students taught by these teachers and the development of democratic competencies demonstrated by these teachers? The results showed that the teachers demonstrated several mutual qualities: • Learning activities were presented with continuum and momentum; the teachers were constantly attentive towards all activities and all individuals in classroom; and behavioral routines were well established. • On the other hand the teachers did not pay much attention to other aspects of traditional classroom management as for instance clear, explicit rules and sanctions. • Most interesting these expert teachers practiced important qualities beyond the principles of both classroom management and effective teaching: Trustful and appreciative relations to the students and a personal quality of presence and positive energy and curiosity as to what the students were thinking. These findings relate to Kounin’s concept of ‘withitness’ (Kounin, 1970). • Our teachers could furthermore be defined as student focused and primarily working with concept change (Prosser & Trigwell, 1999) • A final important focus was the wellbeing of the students – learning takes place in supportive environments (Harrison, 2008)(p.109) and according to the individual student’s learning conception (Marton & Booth, 1997, Marton & Runesson, 2003)

The empirical material of the study was observations of and interviews with five Danish teachers with a reputation of being excellent classroom leaders. Each teacher was observed in the classroom and interviewed several times during the school year 2008-09. The teachers worked in primary, lower secondary, and upper secondary schools, and the project aims to reveal the basis of skilled teachers´ classroom practice.

Most interesting these expert teachers practiced important qualities beyond the principles of both classroom management and effective teaching: Trustful and appreciative relations to the students and a personal quality of presence and positive energy and curiosity as to what the students were thinking. These findings relate to Kounin’s concept of ‘withitness’ (Kounin, 1970). • Our teachers could furthermore be defined as student focused and primarily working with concept change (Prosser & Trigwell, 1999) • A final important focus was the wellbeing of the students – learning takes place in supportive environments (Harrison, 2008)(p.109) and according to the individual student’s learning conception (Marton & Booth, 1997, Marton & Runesson, 2003)