[scionthefly]

We gave high school kids some time for self-directed activities, like go see teachers for help, make up work, get a snack, hang out with friends if you have your work done.

We had kids standing around looking confused. They didn't know what to do. They asked for directions on what to do. We said to look at their grades and decide what to do. When they finally pulled up the gradebook on their laptops, they would point at it and say "what do you want me to do?"

Something. We want you to decide, on your own, to do something. Anything. Just make a choice.

Most kids did figure it out, though not always making the wise choices (but that's part of the reason we're giving them the freedome). But there was a minority who couldn't grasp the idea that they were personally able and responsible to decide what to do.

[maxbond]

Is it possible they didn't believe you? Eg, they thought you had something particular in mind, and they wanted you to drop the pretence and make the expectations clear?

I've had limited teaching experience, all at a college level, but I would try to engage students with questions & get them to predict things they hadn't been taught yet. Sometimes it worked and sometimes it seemed like they wanted me to cut the crap and just tell them the answer, because they felt like I was setting them up to fail by asking them a question they didn't know (because it was new material).

I don't think it's necessarily a lack of critical thinking skills on their part as much as an unwillingness to engage with that style of teaching, which is fair. So I'm wondering if similarly it's an unwillingness to engage in independence in a context without the requisite trust, where they might be suspicious that you'll penalize them for picking "wrong" (regardless of whether that's the reality).

[dev_hugepages]

That is of good intent but i can think of two reason why this didnt work for some: - Kids will know what to do if they like the material. When we condition them to "chase a carrot for no reason", they look confused because they may have few reasons for doing the work - kind of the same as above : starting very early, we remove independence from kids. They must do what adults say, without questioning. There's nothing special about high school that will introduce self direction to them, it must come gradually

[nonethewiser]

That’s very interesting. Considering they didn’t understand, then they figured it out, it sounds like it was very productive. I think we underestimate the impact of simply raising expectations.

[prawn]

Almost need to give them a flowchart or a list or more strongly link the sessions to an outcome (improving at something, working towards a line of work, etc). It would be great if 6-12 year olds were stronger at this also.

[rescripting]

Having them determine what their desired outcome is and then learning how to draw up a plan to get there is more valuable for them long term than the outcome itself. A flow cart is just more hand holding.

[germinalphrase]

It’s implied that you are/were teaching staff. Is that accurate?

[nonethewiser]

Nah, sweatshop

[tennisflyi]

Agency in the workplace, or in this case school, is often not well received.