Teachers in learner-active, technology-infused classrooms work hard to build a structure within which students come to take responsibility for their own learning. This requires a deliberate process of determining which aspects of the daily functioning of a classroom can be passed on to the students and which must be retained by the teacher. Many teachers have found they no longer need to be in the position of constantly telling students what to do and when to do it, as this doesn't allow students to take responsibility for their actions. Instead, these teachers allow students to schedule their time based on a combination of non-negotiable activities (full class lesson, assembly program, and so forth) and choices. At the primary level, students may plan a morning or afternoon at a time. At the high school level, students may plan several weeks of their time within a thematic unit.

Each day, teachers unintentionally block students from taking responsibility for their own learning. What may seem like an insignificant act may in fact send a very powerful message. The authors of The Moral Life of Schools state that "the angle of a teacher's chair expresses a moral intent." Most teachers probably don't think about where they place their chairs or desks or where they sit when they're working with students. Yet, all of these actions send messages to students about trust, hierarchy, power, and ownership. One teacher has a desk with adjoining file cabinets and tables and places it across the front of the classroom, clearly marking the teacher's territory. Another places the desk against a wall, out of the way, leaving more room for the collaborative work area of teacher and students. The placement of a teacher's desk sends a powerful message to students, yet, many teachers have never stopped to think about that message.

One teacher allows students to decorate classroom bulletin boards, encouraging students to display their work. Another decorates the bulletin boards with commercial kits and neatly hung student work. If students are capable of decorating bulletin boards and if the teacher trusts them to do so, why take that responsibility from them? Probably, many teachers never even think about the messages inherent in their actions.

One teacher begins the school year with the class rules posted. Another begins with a class discussion to jointly determine goals and to develop a set of expectations for members of the class. In the latter case, the message is that the students and teacher are part of a community and as such, must participate in self-government.

One teacher moderates a class discussion by calling on students one at a time, avoiding calling on the same students more than once, and encouraging other students to raise their hands. Another teacher allows the student speaking to call on the next speaker, interjecting to call attention to incidents of monopolization or under-participation. Which better prepares students for life experiences?

If you are teaching students to take responsibility for their own learning, to become lifelong learners, you must be sure that you are not sending mixed messages. Take time to think about how you handle materials, how you communicate with students, how you position your furniture, how you handle conflicts among students, how you start and end the class period or day. Make sure the unspoken messages you send are ones of encouragement for students taking responsibility for their own learning.

The Moral Life In Schools; by Philip W. Jackson, Robert E. Boostrom, and David T. Hansen; published 1993 by Jossey-Bass (415-433-1740); San Francisco.