Definition: Students’ autonomy is students who have more thoughtful control over how, when or with whom they study.
Definition of students’ autonomy
Student autonomy Do students have significant control over parts of their studies within clear goals – what to do, how to show learning, when to perform tasks or with whom to work with.
Edward L. Deci and Richard M. Ryan, Internal motivation and self -determination in human behavior (1985).
The importance of the student’s autonomy
Imagine a lesson. Most decisions fall for the teacher: which text to read, which problem to start, how long it should take the job, whether to allow partners.
Autonality asks you to study these decisions one by one:
- Who can own students without losing the focus of the requested goal (perfectly written in a student -friendly language)?
- What would happen if students had the opportunity to choose which text to read first?
- What would happen if students had a chance to choose which problem to try first?
- What would happen if students had the opportunity to choose whether to work alone, in pairs or in a group?
The theory of self -determination of DECI and Ryan shows that autonomy is a major human need. The classrooms where students make real choice shows a stronger motivation, a longer persistence with challenging work and a more resistant commitment to learning.
Autonomy of students in the classroom
Scenario: 7th grade scientific laboratory. Purpose: Design an air pressure test or humidity measurement. Students choose one of the three testing materials, decide whether to work with a partner and choose how to present results-to-page, data poster or three-minute video. All products correspond to the same section. Midway checkpoint requires a plan, a list of variables and a data table.
Examples of Autonomy of Students
Start with one place in your lesson where students can make a real decision. Keep the target the same, but let them solve some of the road.
- Choice in task: Offer two or three texts that meet the same standard. Students choose who to analyze.
- Choice in process: Let the students show understanding with a concept card, a short essay, a 30-second video, etc., all are marked by the same section.
- A choice in time: Provide five practice problems and let the students solve the order and whether to place them in a class or at home through a post -postpartum.
- Choice in grouping: Students work solo, with a partner or in the triad, with published roles and expectations.
Before and after
| Teacher | Autonomy |
|---|---|
| One product for all | Menu of Products, one section |
| Fixed timeline | Student mini-dumps inside a window |
| Teacher replies first | Students check resources, then peers, then teacher |
| Single attempt assessment | Feedback and the ability to revise |
Proofs questions for students’ teachers
- Where in my next lesson can I offer a meaningful choice?
- How will I explain expectations so that students use freedom productively?
- What evidence will I gather to know if autonomy has improved commitment or learning?
Boundaries and pitfalls
- Autonomy is not the absence of a structure, but an opportunity to release more students in responsibility. Help students by maintaining visible goals and criteria and, as far as you can, offer feedback to direct them.
- Start small with one or two real choices, then expand.
- Learn routines that make autonomy work: planning, self -production, request for help.
Continue to explore students’ engagement
Continue to study with related training resources:
Literature
- Deci, El, & Ryan, RM (1985). Internal motivation and self -determination in human behaviorS New York: Plenum.
- Ryan, RM, & DECI, EL (2000). Theory of self -determination and facilitation of inherent motivation, social development and well -being. American psychologist55 (1), 68–78.
- Reeve, J. (2006). Teachers like facilitators: what teachers supporting autonomy and why their students take advantage. The Elementary School Journal106 (3), 225–236.
