WHO'S THE BOSS?

This is one of the hardest things for any educator to do: let students have control of the classroom. Being the authority figure in a classroom every minute of every day is exhausting. Allowing students to lead discussions, influence activities, and edit assignment guidelines helps adolescents develop a “stake” in their learning. When they are responsible for the direction of the course, student tend to be better drivers during class. Small changes in classroom practices can result in large changes in student motivation (TL):

• Allow students to develop test questions. Make sure students understand this responsibility: If they are going to present ridiculous questions (What is the name of the main character in this book?), then you will incorporate these types of questions on the test (How many lower case letters are on the cover of this text?)


• Have students pick stations with different activities at each one. These activities will reach the same conclusions and meet the same standard, but will do it in different ways. This amount of choice is more motivational than “assigning” tasks, and helps to embrace the multiple intelligences of your students.


• Students could be responsible for their own grade in the course. If they want a “C”, they do “X”. If they desire a “B”, they do “Y”. And to earn an “A”, they do “Z”. This responsibility helps students assess the amount of work they are willing to do in the course, and generates known expectations between teacher and student

Students appreciate levels of autonomy in the classroom. Little changes to common classroom tasks can help to encourage and motivate students.