Blogs

Nurturing Autonomy in Students: It’s as Easy as 1, 2, 3

By Community Manager posted 02-22-2022 08:23 AM

  



Autonomy plays a critical role in motivation within the classroom; however, students often struggle to develop the skills that promote autonomy. Goal setting, making choices, and reflecting on learning are vital skills for students to learn (Wehmeyer et al., 1998). Read three ways to improve autonomy in your classroom.

  1. Create autonomy-rich environments.

Thoughtful teachers create autonomy-rich environments by:

  • Permitting students to choose their assignments and task order, as well as allowing them to make choices in selecting rewards.
  • Incorporating materials in home languages or cultural backgrounds (e.g., use Diverse BookFinder).
  • Incorporating student-centered learning (e.g., use formative assessment and adjust teaching instruction based on student input and learning preferences).
  • Encouraging students to monitor their learning with a cue card.

Student Self-Monitoring Cues

Did I...

  • feel comfortable to choose activities?
  • share my interests and goals with teachers and my family?
  • have opportunities to choose assignments/tasks based on my interests?
  • get involved in designing classroom activities with teachers?
  • finish my work today?
  • monitor my work and ask for help when needed?
  • use a strategy to solve problems?
  • help my partners?
  • control my behaviors during the class instruction?
  • record my progress in reading, writing, and/or math?
  1. Honor student and family perspectives and expectations.

Thoughtful teachers establish goals that consider student and family perspectives/expectations (Trainor, 2005) by:

  • Recognizing cultural, linguistic, and family diversity as strengths (e.g., embed student/family lived experiences in learning; encourage bilingualism in literacy; incorporate worldviews, literature, art, movies reflecting diversity). 
  • Learning about family culture and background (e.g., a family inventory/checklist; students share family traditions and celebrations; host a cultural night).
  • Encouraging families to share expectations and concerns (e.g., “What do you want your child to accomplish this year?”; “Do you have any concerns about our goals, based on your family expectations?”) 
  • Providing families with frequent academic/behavioral updates (e.g., https://web.seesaw.me).
  1. Encourage active student and family engagement.

Thoughtful teachers encourage student and family engagement by:

  • Applying active listening skills when working with families.
  • Explicitly modeling goal setting (e.g., “Today my goal is to . . .”).
  • Encouraging families to share their personal expertise and traditions (e.g., invite families into the class to share their culture/traditions).
  • Teaching students to write SMART goals:
  • Specific: “What do I want to accomplish?”
  • Measurable: “How do I know I met my goal?”
  • Attainable: “Are my goal and timeframe realistic?”
  • Relevant: “Is my goal important to my success?”
  • Timely: “What is my timeframe?”

Thoughtful teachers intentionally foster student and family autonomy by motivating active participation in student learning and respecting diversity. When students have strong autonomy skills, they know and own their role in learning and how their goals and choices influence learning. The autonomy-based approach enables students to set goals, make choices, and self-reflect as they grow academically. Acknowledging and incorporating student voices and lived experiences goes far in shaping a healthy and productive classroom. 

Dr. Wei is an Associate Professor of Special Education at Southern Connecticut State University. Her research interests focus on adolescent literacy instruction for students with learning disabilities, including motivation instruction, evidence-based literacy instruction, culturally responsive practices, and remediate reading instruction.

Dr. Hovey is an Associate Professor of Special Education at Western Oregon University. Her research focuses on preservice teacher preparation to improve outcomes for diverse and exceptional learners with special academic and behavioral needs by using culturally responsive and high-leverage practices.

Dr. Gerzel-Short is an Assistant Professor of Special Education at Northern Illinois University. Her research interests include family–school collaboration, family engagement in school-based problem solving, evidence-based practices for supporting diverse learners with learning disabilities, and tiered instructional support.

Dr. Hsiao is an Associate Professor of Special Education at Washington State University Tri-Cities. Her research interests include families of students with disabilities, evidence-based instructional strategies for students with autism spectrum disorders, inclusive practices in general education classrooms, and culturally responsive teaching preparation and practices in special education.

References

Trainor, A. A. (2005). Self-determination perceptions and behaviors of diverse students with LD during the transition planning process. Journal of Learning Disabilities, 38(3), 233–249.

Wehmeyer, M. L., Agran, M., & Hughes, C. (1998). Teaching self-determination to students with disabilities: Basic skills for successful transition. Paul H. Brookes.
0 comments
68 views

Permalink