ABSTRACT
When children have agency, things happen with them rather than to them, helping them be engaged, optimistic and have a positive sense of self. Self-determination is critical for wellbeing, children’s healthy development and intrinsic motivation, defined as doing and learning for interest and mastery rather than external rewards. Children need to know they can have an impact on their own progress and also on the world around them. The chapter therefore includes the value and practice of both self-directed learning and social action, with examples from Canada and the UK.
Glasser’s deadly and caring habits in teacher-student relationships see pupil choice replace teacher control, with examples of what this means in practice. The chapter also includes the importance of teacher’s voice and ways to enact whole staff consultation. Social and emotional learning activities encourage pupils to take responsibility for class culture and community action. The resources section lists several relevant websites, including one that provides a free platform for schools to bring social action and philanthropy into the classroom.
