AUTONOMY & RISK
Within the straight lines and cornered thinking found in the institution of the school, spaces should be made to help students pursue their own interests, by their own agency -- free from regimented thinking or spoon-fed rote learning. This both requires and thereby fosters a higher standard of self-accountability of our students, and of ourselves as teachers. Student autonomy is about students "working on their own will, becoming self-sufficient" (Weger, 2014) -- but it is also more than that. It's about teachers fostering these qualities within students. We need to empower our students to know they have the agency to decide their own futures -- which is fundamental within our changing and uncertain future.
APPLYING THEORY TO PRACTICE // METHODS:
One of the main methods by which we can foster this autonomy in our students is through the gradual "stepping back" from control of our own classrooms. In at least two different research studies which compared controlling learning environments and autonomy-supportive environments, the classrooms which allowed for student autonomy greatly increased student interest, motivation, and involvement (Young-Jones, A. et al. 2014) (Reeve et al.1999). Ultimately, though, this makes for what I would call "common sense"; if we appeal to the students' interests and involvement, they will be more motivated to be a part of the class. The studies did note that this was definitely based upon the interpersonal and teaching styles of the teachers, as well, but there are other options for those teachers who lack the charisma... One such option is the inclusion of "one minute managers" (Freiberg, 2001), which I call "student organizers". Student organizers are involved directly in the creation of the class, including by arranging the physical space of the classroom (before and after class); handing out assignments and ensuring student comprehension; acting as a voice for student concerns; organizing student groups for activities; and a myriad of other tasks that each teacher can decide upon (or decide upon mutually with the class [which I think is the better option for student autonomy]). The student organizers create a sense of ownership and agency over the space of the classroom, and thus their learning, and so help to create engaged students. Thus, we can begin to see that student autonomy is almost entirely based upon the atmosphere of the classroom -- that it is essentially all a part of creating the classroom community. Another method to activate student autonomy, besides the classroom community, is in giving students choice (Cervone and Cushman, 2014). Choice in assignments, choice in tests, and choice in what materials is taught all contribute to making the teaching process transparent, and therefore allow for the aforementioned "autonomy-supportive classroom" which engages our students. This is, once again, all about creating and fostering our relationships with our students, and ensuring that they know we want them to feel empowered to control their learning. |
How autonomy will impact the workplace of the future [watch the first section on autonomy]
(Pink 2012) |
// "... let [your students'] thoughts flow out like a stream running downhill, as a gradual confluence builds -- flow with it and see where it goes." //
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FOR TEACHERS: A NOTE ON ACTUALLY WALKING THE TALK
A warning: the key thing to consider is that autonomy is about freedom from persecution. Certainly, autonomy is about allowing our students to think for themselves, and to have agency over their learning -- yes, without a doubt, yes -- but this must be without fear of punishment, ridicule, or negative reactions -- such as the "taking-off of marks" -- for thinking as they want to think (which could be initially perceived to be politically incorrect, absurd, asinine, ridiculous, crazy, dangerous, etc). Overall, then, we need to radically shift our own conceptions of what these labels can apply to; an open mind in listening to our newly autonomous students is key. Otherwise, after we have just given them autonomy and control over their own learning, when they're at their most crucial and fragile moment, we could crush them with our powerful perspectives. This is where our own frameworks of creative and lateral thinking need to be well cemented (see this page for more information on this process). Essentially, though, it's about "going along with" your students -- jump in with them! Do not make them feel juvenile, young, stupid, patronized. Instead, let their thoughts move along like a stream running downhill, as a gradual confluence builds -- flow with it and see where it goes. Thus, to achieve this, a community is necessary where risk is not only tolerated, but where it is championed. This is where radical thinking enters the conception of autonomy... |
In closing, then, autonomy -- and specifically self-controlled learning and self-discovery -- are the end goals of this pedagogy. However, these goals are only achievable when we, as teachers, create autonomy supportive spaces in our classrooms -- we have to rid ourselves of the "do as I say, not as I do" hypocrisy that teachers can be subject to, and instead we have to model the very kind of thinking that can inspire student autonomy. For autonomy, students must feel safe in their thinking (to take risks), radical and creative in their thinking, and responsible and accountable to a classroom community. Only then will our students demonstrate the kind of autonomy they need for the uncertainties of the future.
CHOOSE YOUR OWN PATH OF LEARNING: