Within teacher education, generally, classroom management is understood as presenting dispositional and technical challenges, mostly a matter of gaining and displaying specific skills to establish order. Drawing on an analysis of three prominent texts, the author argues for the need to reconceive classroom management as a philosophical and practical moral problem tied to answering the insistent question: How ought students and educators live together and treat one another in school? Understood as a matter of forging a democratic citizenship of schooling, a reflection of democracy as a distinctive way of life and not merely a form of government, the author offers a framework to guide reconsideration composed of five democratic "manners," including hospitality, listening, voice, reflectivity, and evidential discernment.