ABSTRACT
Authorizing students occurs in the day-to-day life of the classroom, such as in teacher–student and student–student relationships and in implementing flexible assessment strategies. In the first section of this chapter, Reanna Jordon describes how she uses the principles of inquiry learning to share classroom authority and help students learn self-regulation. In the second section, Ken Badley explores how offering students some choice among a variety of assessments increases their sense of control over their learning. That is, it increases their authority as learners. Both Jordon and Badley insist that authorizing students in these ways does not diminish teacher authority; rather, it enhances it through improved relationships and student engagement.
