Choice and Perceived Control

One of our major goals is to help students become responsible learners. We attempt to provide opportunities in which they can experience choice and shared control. Further, they must believe that they have the competency or can acquire the competency to make good choices and to achieve goals. Choice and perceived controls have been found to significantly affect motivation, academic achievement and self-esteem. (Arlin and Whitley, 1976; Thoms, 1980; Weisz, 1960) Our teachers incorporate choice into their classroom organization.
Maehr (1984) found that when the organization of a classroom or a lesson incorporates competition, grading on external criteria only or external reward systems, the development of the inner focus of control and freedom of choice is hampered. To succeed in such an environment, the student must focus on being better than others. Ames (1984) finds that competition results in a negative interdependence among students.
We want our students to focus on accomplishing their best effort. Kohn (1995) and Kirschbaum, Simon and Napier (1971) present convincing evidence against competition and grades. As a non-graded program, Lee Academy has found success in using the mastery approach, self-evaluation, teacher assessments and progress conferences with written and verbal evaluation.
The students at Lee exercise a degree of choice and control over their own learning and social activities. Good decision making must begin with opportunities for choices and alternative thinking.
A technique we find helpful in establishing the tone for perceived control is the development of agreements which take the place of class rules. These agreements clarify expectations of the teachers and students in and out of the classroom. All class members, including the teacher, operate from the same standards. The agreements are:

• I will listen, share and respond appropriately to others.
• I will find the alternatives and choose what gets me to my goals.
• I will treat others as special people.
• I will take care of myself so I can be the best that I can be.
• I will handle each problem with the person that can do something about it.
• I will figure out what I want and ask for it at an appropriate time and in an appropriate manner.

A more specific and simplified version of these agreements are used with the youngest students.

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