Democracy

Developing Autonomy and Positive Orientation through

Choices

Students become more engaged and more task-focused when they

are trusted to make responsible decisions. Allow students freedom to
make choices about their learning. If students have freedom to make
choices then they will maximize their learning experiences.

Choice generates curiosity and adventurous thinking.

Choice creates momentum.
Choice allows for more in-depth inquiry.
Choice encourages independence and builds self-esteem.
Choice makes learning matter for kids.
Choice encourages metacognition and reflection.

Brad Buhrow & Anne Upczak Garcia. “Ladybugs, Tornadoes, Swirling

Galaxies.” Portland: Maine, 2006.

Trust students to choose work locations

Give students a choice about where they can learn. After assigning a
particular task, teachers can let students choose where they will
complete their set task. This may be in the library, a common shared
room or somewhere other than their usual assigned desk. Students
develop a sense of responsibility when they decide where to work.
Elementary teachers may need to ask students to choose from a list
of possible options. Teachers typically set explicit time limits for
completion of the work and outline specific criteria for success.

Trust students to choose tasks

Teachers can encourage responsible decision-making by trusting

students to choose from a variety of academic tasks. Not all the
students in the class have to be working on exactly the same
assignment at the same time. Provide a variety of learning options to
students and let them decide on what they do. This allows them to
work on something they are excited about and honors them as
learners, which builds trust and independence. Give students two or
three learning tasks to choose from and have then decide on what
they work on. Telling students that they have to work on something
out of compliance has no where near the same effect as letting
students choose a task that they connected to and interested in.

Trust students to choose how to use their time

Give students a choice in what they want to do. Show students that
they too have a say in their learning. Allow students to decide on
what they want to do during those odd periods in the schedule.
Brainstorm some options about what students want to do and the
teacher becomes the observer, the ‘kid watcher’. Such an experience
as this provides an opportunity for the teacher to observe how
students collaborate, cooperate, communicate, consolidate, connect
and commit to their learning. Set aside a time once a week and
outline a few tasks that students could accomplish during that time.
Clearly explain and describe the criteria to succeed and to achieve
their learning goal. At the end of that time, the teacher and students
can examine how much the students accomplished. For the students
who did not complete their task the teacher and student can
conference on how to better manage time to be more effective and
organised.

Trust students to choose how to express their understanding

Trust students to share and show their learning in their own way.
Provide options for students to demonstrate their knowledge and
understanding through their strengths. Teachers who know their
students and students who know themselves as learners can be more
effective when expressing their understanding. Using multiple
intelligence is an excellent way for students to identify their strengths
and weaknesses. Once students know how best they learn, they can
then share their work accordingly.
Trust students to choose evidence

Give students a choice in how they show their understanding and

knowledge for portfolios and conferences. Give students freedom in
what they include in their portfolios to share and demonstrate the
learning process they experienced. Evidence reflects students’
strengths and weaknesses.

Trust students to choose their audience

Let students choose their audience and expand the number of people
to further build a community of learners. Depending on what
students are learning and their skill set trust that they can select
certain people from the community to support them and share ideas
and thoughts. Use the people within a school and ask those people if
they know other people who know people if they can contribute their
expertise. Open the door and invite as many people who are willing
to share their personal experiences and knowledge with students.