When we start a new school year, we have good intentions. We plan schedules, prepare materials, and talk about what we hope for this new phase: families want to see their children grow; teachers plan experiences to support them; students arrive with expectations, concerns, and a desire to reconnect. But amid all these preparations, let’s pause for a moment: What decisions about learning are we teaching our students to make?
This is a question we’ve been reflecting on. We discussed purpose (what education is for), well-being (what supports learning), and assessment (opportunities for improvement). We also recognized that learning takes place outside the classroom: through family experiences, free time, and everyday decisions. So, as we begin this cycle, let’s take it a step further: How does this support help each student gradually take charge of their own education?
In education, we often talk about autonomy. We ask students to be responsible, manage their time, and follow through on commitments, but these skills need to be taught, practiced, and supported by real opportunities to make decisions. Writing down an assignment doesn’t mean knowing how to do it. Having a deadline doesn’t mean knowing how to manage your time. Behind what we call responsibility lie processes that adults need to demonstrate and guide students through.
A student takes control of their learning when they can see what they understand, where they’re having trouble, and what to do next (sometimes they’ll reread it; sometimes they’ll try another strategy or example; sometimes they’ll ask questions). Knowing how to ask for help is also an expression of autonomy: recognizing that there’s a need and acting on it.
The teacher’s role here is central. When the teacher explains how to complete an activity, shares quality standards, and provides feedback that the student can use, the teacher is teaching a way of learning. That support may change as the student grows. A task that initially requires step-by-step guidance may later become an opportunity for the student to propose their own approach and explain why they did it that way.
Assessment takes on special significance here. After receiving feedback on their work, what opportunity does the student have to act on it? Revising an argument, correcting a procedure, or improving a first draft allows students to see that their decisions matter. For this to happen, they need time to review what they’ve done and clarity on what they can improve.
Learning happens at home, too. There are times when quickly solving a problem seems like the best way to help: reminding them of every pending task, organizing all the materials, or stepping in as soon as frustration sets in. It’s understandable—we want our children to do well. But we can also support them by letting them think about what they need to do (“Where could you start?” “What have you tried so far?”)—questions that open up a conversation so they can figure out what the next step is.
Responsibilities should be appropriate for each student’s age and needs. For a young child, preparing materials with guidance is already a big step forward; for a teenager, it might involve breaking down the work for a project, anticipating difficulties, or asking for help before the deadline. In both cases, it’s important that the challenge be achievable and that an adult be available to support the student.
We must also be mindful of how we respond when decisions don’t work out. If we expect students to learn how to make decisions, then we must give them opportunities to reflect on the consequences, make amends if possible, and try again. Clear boundaries and respectful treatment allow us to maintain that sense of responsibility within a framework of trust.
At Gimnasio del Norte, the start of this new year also invites us to view our students’ growth from this perspective: in addition to asking what they will learn, we can ask what they will be able to organize, explain, and review more independently by the end of the school year. This perspective helps us see progress that sometimes goes unnoticed: a timely question, a refined strategy, a commitment that begins to hold on its own without constant reminders.
We can start with a simple conversation: What aspect of your learning would you like to manage better this year? What support do you need to achieve that? Listening to the answer engages the student and builds a commitment that makes sense to him or her.
There are many opportunities throughout the year to revisit that question. Through those conversations and the small decisions that go along with them, we’ll see how each student begins to better understand their own learning style and take a more active role in their education.