Scotti Hagensick

This concept, in my opinion, has some many points to consider on opposite ends of the spectrum. As a 3-8 School Counselor, I often meet with students who express widely differing opinions and desires as compared to their peers. The school district in which I work has recently integrated more project-based learning and is moving to standards based grading. Both of these initiatives have been met with enthusiasm from some kids and others present with confusion and frustration. Keeping in mind my district and students ages 8-14, I believe there are several key factors they would focus on when designing their own school:

1. More freedom to use the restroom, go to lockers, etc. during class time. Many of the classrooms in my district and I imagine others as well, utilize "hallway passes" and "restroom passes." I believe some students are frustrated with the lack of independence or trust from teachers in their ability to handle this task. At the middle school level, it appears as though students simply want access to their cell phones. Whenever adults attempt to police their devices, students get aggravated and annoyed. Many of them want to socialize with them throughout the day and Snapchat, text, etc. Certain students do seem to seriously struggle with handling the "loss" of their phone during the day and are extremely attached to their devices.

2. Ability to choose their own partners to work with during class time and also the option to work alone. When I teach classroom counseling lessons, many of my students can't wait to choose their own partner and others seem lost, confused, or dreading having to make a choice or fearful no one will pick them. Alternately, they do not like when I choose their partners! For this reason I believe students want the ability to choose or work alone at any time.

3. I imagine many students desire longer PE, art, music, recess and lunch periods. While some students do not enjoy these social times and feel excluded, I think they often hope for private reading or tech time. I do notice some students enjoy time alone to sit in a secluded area and simply read a leisure book or play games on their Chromebooks.

4. More "unique" learning opportunities are desired by students. They often ask repeatedly for field trips, special speakers, and project-based learning. Students appear to be more motivated and excited to come to school when something is happening outside of the norm. The challenge for educators is to meet that need on a daily basis.

I believe there are many more details students would focus on if they designed their own schools. I think something has to be mentioned for their need for attention and "fun." Students continually ask for time with me just to play a game or take a break from what they believe is mundane learning. I often spend a bulk of my time working on giving positive feedback and attention to students I serve as well. Students want to be noticed and belong in their schools.

Hi Scott,

I enjoyed reading your post.  As a 9-12 teacher I see the results of the so structured environment you talk about.  I struggle with getting students to trust themselves, trust their group partners and trust me when I say"what do you think? They think it is a trick of some kind.

I agree with you when you talk about letting students have more freedom and let them learn how to be a part of a group, learn from their mistakes, I called this structured failure, and then come up with a success plan on their own rather than me give it to them.

I hope some day when a freshman walks through my door I hear the words, where do I start rather than where do you want me to start?

I like your concept of structured failure. I think part of personalized learning involves the freedom to fail and receive purposeful feedback on ways to grow and improve. I also am working on helping students learn to trust themselves and those around them.

Hi Scotti, I am new to the group and like you I don't have a class of my own, I am a speech language pathologist and see students in small groups or individually. I was interested in your points about freedom and in particular cell phone access. I work with younger students and don't see that issue but I am sure that it must be rampant in the upper grades.
 l also see the need for attention and "fun". A seemingly small moment to us may become a refuge or day changer for them. That need to belong and be noticed is a huge driving force and as I see all behavior as a communicative attempt, it explains a lot of the "disruptive" behaviors that we see. Thanks for sharing your ideas.