Chapter 6 A Classroom of Their Choosing

1. Why should students have a say in making real decisions? Chapter 6A Classroom of Their Choosing How do we help students develop thinking beyond self-discipline? What are the structural guidelines when students are in control? To Meet Needs, We Need to Meet: When, where and how do we make meetings work? Reflections on Decision Making What to Expect in Transition

2. Why should students have a say in making real decisions? Alfie Kohn tells a tale of two teachers. • Teacher #1 made all the rules insisting that students obey without question. • Teacher #2 stopped commanding and started LISTENING. She found that students learned to make good choices by creating the options for themselves, instead of following directions. • “The construction of meaning is an active process”

3. Why should students have a say in making real decisions? • “Choice promotes compliance and minimizes behavior” – p 81 • When teachers change their questions to begin with, “How do you think we can …” and “How many ways can we …”, this enables students to develop their problem-solving abilities and experience a sense of community

4. How do we help students develop thinking beyond self-discipline? • Self-discipline means setting your own intrinsic expectations and meeting them • Beyond self-discipline is when children possess the skills and the inclination to solve problems autonomously and together. • “Anyone who truly values democratic ideals would presumably want to maximize children’s experiences with choice and negotiation.” – p 85

5. What are the structural guidelines when students are in control? When students are asked to invent a system that address everyone’s concerns, some criteria apply. • Purpose: What is reason for a restriction? • Restrictiveness: What is the need that it meets? • Flexibility: Time schedules and tasks must have room to adapt to immediate needs of individuals and the group • Developmental appropriateness: When students establish expectations for their community, they must consider if it applies to all ages or all individuals.

6. What are more structural guidelines when students are in control? • Presentation style: When students negotiate for change, the way they introduce their ideas can make a difference on the response of others. • Student Involvement: The input in community building conversations, interactions and tasks directly relates to their sense of control.

7. To Meet Needs, We Need to Meet: When, where and how do we make meetings work? • Take time CONSISTENTLY for meetings to make academic time more efficient. • Clarify the purpose of meetings: to meet needs and reflect on what is working and what is not working that needs changing • Plan together any decision that influences the group, which may involve voting. • Share successes that contribute to community.

8. Reflections on Decision Making: What to Expect in Transition Children who have been tightly controlled may need time to rebuild trust in themselves and you. • They may exhibit disturbing, destructive, or damaging behavior or refuse to participate. • They may parrot what they think you want or silently nod approval without contributing. • They need to test the depth of freedom and how the response will be to their behavior.

9. Reflections on Decision Making How to Help With Transition Trust is built on several basic habits: • LISTEN to students’ needs and their ideas how to meet them with affirmative responses. • Be CONSISTENT in giving students the option to create their own solutions to problems. • Provide resources and support for their ideas. • Show appreciation for student models that build student leadership and community.

10. Chapter 6review of the Main Idea It is not management techniques that make the difference, but rather a way of thinking on the part of the teacher. The perspectiveis that we are the caretakers of the learning environment that nourishes students’ natural curiosity, helping them develop their problem-solving abilities and experience a positive sense of community.