The professional development opportunity I attended, “Student Agency – Getting Students to
Own their Learning” administrated by Lauren Boucher on August 19 , 2024, at 1:00 pm.
Although typically an hour-long this session was designed as a ‘go at your own pace’ course.
Its primary audience is classroom teachers aiming to foster student ownership of learning and
build intrinsic motivation The course emphasized the importance of developing self-efficacy in
the classroom and explored strategies to enhance student involvement by giving them more control
over their learning process, as well as encouraging self-reflection. The session also addressed the
challenge of student engagement and offered practical strategies for transferring learning
ownership to students.
I found the course engaging and a timely reminder to center the classroom around students.
We become so focused on meeting curriculum standards that we overlook the individuality of
our students and the need for personalized approaches. During the course, we participated in two
activities designed to reflect on our classroom practices. In Figure 1, you can see the four questions
we answered at the beginning of the session to initiate reflective thinking. I found the ninth
question particularly thought-provoking: “How we talk about learning and the learning process
is as important as teaching and learning itself.” Our language around learning can inadvertently set
standards for students. It’s crucial to remember that each student learns differently, and we must
share this narrative with our children. Often, students perceive learning in binary terms—right or
wrong. By consistently emphasizing that everyone learns in unique ways, we can help students
understand that their methods are as valid as others’. The language we use when discussing learning
is profoundly important.
The second activity involved reflecting on what we currently do in our classrooms to help students set
and achieve goals, thereby building their self-efficacy. In Figure 2, each section includes a column for
what I already implement in my classroom, alongside a column for what I can incorporate based on what
I’ve learned to improve students' self-esteem and belief in their abilities. Children’s self-worth can be quite
fragile. Negative experiences related to failure can lead to a negative self-association, causing them to be
overly critical of themselves when they struggle or need multiple attempts to succeed.
For my key takeaway from this course, I created a classroom poster (Figure 3) to keep the eight
headings I chose in mind when planning, assessing, or addressing students’ challenges. The conversations
during this session were extremely valuable, especially with the new school year approaching. I would
recommend this course to any educator at any career stage. Even if they feel they are already providing
opportunities for students to build self-efficacy, new and innovative approaches are continually emerging.
This course also reminded me of the core values that drew me to teaching. As I navigate my first year, the
pressures of curriculum standards, consistent classroom management, and broader school involvement
sometimes overshadow these values. I want my students to be confident in their abilities and to view
failure as a learning opportunity rather than a setback. Teaching is about more than delivering content;
it’s about equipping students to become successful, productive members of society who can face
adversity head-on.Ultimately, the “Student Agency – Getting Students to Own their Learning” course was not only a
reaffirmation of the principles that guide effective teaching but also a encouragement for meaningful
change in my educational practice. The insights gained have provided me with practical tools and a
renewed perspective on fostering student autonomy and intrinsic motivation. As I prepare for the new
school year, I am inspired to implement the strategies and reflective practices discussed, ensuring that
each student’s learning journey is personalized and empowering. The course underscored the
significance of nurturing self-efficacy and the role our language plays in shaping students’ perceptions
of their learning experiences. By focusing on these elements, I am committed to creating a classroom
environment where students feel valued, understood, and confident in their ability to overcome
challenges. Ultimately, teaching is about more than just meeting academic standards; it is about
inspiring students to embrace their potential and view their educational journey as a path to personal
growth and resilience.
fig 1
Own their Learning” administrated by Lauren Boucher on August 19 , 2024, at 1:00 pm.
Although typically an hour-long this session was designed as a ‘go at your own pace’ course.
Its primary audience is classroom teachers aiming to foster student ownership of learning and
build intrinsic motivation The course emphasized the importance of developing self-efficacy in
the classroom and explored strategies to enhance student involvement by giving them more control
over their learning process, as well as encouraging self-reflection. The session also addressed the
challenge of student engagement and offered practical strategies for transferring learning
ownership to students.
I found the course engaging and a timely reminder to center the classroom around students.
We become so focused on meeting curriculum standards that we overlook the individuality of
our students and the need for personalized approaches. During the course, we participated in two
activities designed to reflect on our classroom practices. In Figure 1, you can see the four questions
we answered at the beginning of the session to initiate reflective thinking. I found the ninth
question particularly thought-provoking: “How we talk about learning and the learning process
is as important as teaching and learning itself.” Our language around learning can inadvertently set
standards for students. It’s crucial to remember that each student learns differently, and we must
share this narrative with our children. Often, students perceive learning in binary terms—right or
wrong. By consistently emphasizing that everyone learns in unique ways, we can help students
understand that their methods are as valid as others’. The language we use when discussing learning
is profoundly important.
The second activity involved reflecting on what we currently do in our classrooms to help students set
and achieve goals, thereby building their self-efficacy. In Figure 2, each section includes a column for
what I already implement in my classroom, alongside a column for what I can incorporate based on what
I’ve learned to improve students' self-esteem and belief in their abilities. Children’s self-worth can be quite
fragile. Negative experiences related to failure can lead to a negative self-association, causing them to be
overly critical of themselves when they struggle or need multiple attempts to succeed.
For my key takeaway from this course, I created a classroom poster (Figure 3) to keep the eight
headings I chose in mind when planning, assessing, or addressing students’ challenges. The conversations
during this session were extremely valuable, especially with the new school year approaching. I would
recommend this course to any educator at any career stage. Even if they feel they are already providing
opportunities for students to build self-efficacy, new and innovative approaches are continually emerging.
This course also reminded me of the core values that drew me to teaching. As I navigate my first year, the
pressures of curriculum standards, consistent classroom management, and broader school involvement
sometimes overshadow these values. I want my students to be confident in their abilities and to view
failure as a learning opportunity rather than a setback. Teaching is about more than delivering content;
it’s about equipping students to become successful, productive members of society who can face
adversity head-on.Ultimately, the “Student Agency – Getting Students to Own their Learning” course was not only a
reaffirmation of the principles that guide effective teaching but also a encouragement for meaningful
change in my educational practice. The insights gained have provided me with practical tools and a
renewed perspective on fostering student autonomy and intrinsic motivation. As I prepare for the new
school year, I am inspired to implement the strategies and reflective practices discussed, ensuring that
each student’s learning journey is personalized and empowering. The course underscored the
significance of nurturing self-efficacy and the role our language plays in shaping students’ perceptions
of their learning experiences. By focusing on these elements, I am committed to creating a classroom
environment where students feel valued, understood, and confident in their ability to overcome
challenges. Ultimately, teaching is about more than just meeting academic standards; it is about
inspiring students to embrace their potential and view their educational journey as a path to personal
growth and resilience.
fig 1
fig 2
fig 3
