[Granting Autonomy, Part Three]
I’m typically a hands-off kind of person. Maybe that’s why I find such appeal in autonomy and freedom of expression.
However, I’ve learned that not everyone is comfortable with so much space. Some of my students need structure and others need assurance and validation.
This makes it my job to be around for them when they feel uncertain or lost.
I’ve had students constantly asking if what they are doing is correct.
After a few times of me telling them, “there is no wrong answer to this”, and there really isn’t because their activities (at least the ones I design) are open-ended and exploratory, they start to get it and start tentatively trying things out on their own.
It may be tempting to skip the reassurances and do the experiment steps for them, but this doesn’t help anyone to learn, least of all me.
Take that time and spend that energy to be present for your students. It’ll pay off in spades, even if you don’t get to see it immediately.
Why I Grant Autonomy to My Students, Part Two
[Granting Autonomy, Part Two)
In my classroom, just because I grant autonomy, it doesn’t mean that it’s a free-for-all.
Guidelines still have to be followed.
For example, when I allow my learners to name their groups or their projects, the only guideline I lay down is: “As long as you can repeat it to your mother and not get into trouble, you can use it”.
For presentations, I allow them to do it in any style they want, as long as it won’t result in injury or distress.
The point I try to get across to them is that they have the freedom to express themselves, but that freedom cannot and should not result in harm to others or themselves.
Why I Grant Autonomy to My Students, Part One
[Granting Autonomy, Part One]
When it comes to showcases, something I touched on in an earlier post, I give my students the choice of what sub-topics they want to present and how they want to present them.
This sometimes leads to tussles because there are some modules that are more popular.
Nevertheless, I won’t intervene as long as there’s no physical violence or verbal abuse. And I’ve never needed to.
Disagreements and working them out is part and parcel of working together and I allow them a safe space to work out their differences.
The results of granting my students autonomy?
I’ve been repeatedly impressed by groups of students who take great efforts to research and prepare for their presentations, even scrounging up resources from I-don’t-know-where.
And I've also witnessed the less-enthusiastic students suddenly kick into high gear during Showcases.
I know that there is a certain fear of granting autonomy here, but, if you're an educator, I strongly encourage you to try it.
You will be impressed.