At some point learning stops being «what the teacher tells me to do» and starts being «what I decide to do with it». That shift is autonomy, *Autonomie* in OMZA. It shows up when you ask a question that goes beyond the lesson, set a realistic goal for yourself, take the initiative and steer your own learning.[^1]
Quick check
- I sometimes wonder «why does this work?» and look it up or ask.
- I set my own goals for a subject, not only the teacher’s.
- I know how I study best, and I choose methods on purpose.
- When I get stuck, I try something before asking for the answer.
- I know why I am at school, in my own words.
First, a misunderstanding
Autonomy does **not** mean doing everything alone or ignoring teachers. Researchers describe it as the feeling that you are choosing what you do, and that feeling can exist when you follow advice, work in a team or ask for help.[^2] Good learners ask for help all the time. They just decide *what* to ask and *why*.[^3]
Fix 1: Find your own reason
Most schoolwork is not fascinating. You can still make it yours. Ask:
- What would this give me later? (A course, a job, a skill, less stress)
- Which part of this is interesting, even a little?
- What is the smallest version I could do that still counts?
Doing something because you see the point feels very different from doing it because you were told. Students who understand the reason behind a task tend to stick with it longer and learn it better.[^4]
Fix 2: Set one goal per week for yourself
Not the teacher’s, yours. Make it specific:
- «Understand how fractions turn into percentages by Friday.»
- «Write the first page of my essay on Tuesday.»
At the end of the week, check: did I do it? If not, what got in the way? Adjust and go again.[^3]
Fix 3: Ask the deeper question
When a lesson ends, write one question beginning with «why» or «what if». For example: *Why does this formula work? What if the numbers were negative? Who decided this rule?* Look for the answer, or bring it to the teacher. This is how you move from knowing a method to understanding it.[^5]
Fix 4: Ask for choices
Sometimes you can choose the topic, the order of tasks, the working partner or the way you show what you learned. Ask politely: «Could I do it this way instead?» Teachers who support choice tend to get more curiosity and effort from students, whereas pressure and strict control tend to reduce initiative.[^4]
Fix 5: Use all the support around you
Being independent includes knowing when to ask. Ask a classmate, a teacher, an older student, or search. Then come back with what you tried. That is autonomy at its best.
It needs the other skills
Autonomy is easier when you are organised (you have time to think), when you take part (you have something to reflect on) and when you are confident (you will risk a different answer). If one is weak, work on that first. You do not have to be strong in all four.
This week
Write down one goal that is yours, one reason you care about it, and one question you want to answer. Check on Friday.
[^1]: DocentPlus describes autonomy as independence and individuality: asking questions that go beyond the curriculum, being able to reflect critically, setting achievable goals, taking initiative and steering your own learning. In the RTTI model it is related to a degree to Insight (I). Source: DocentPlus, *Breng met OMZA de sociaal-emotionele ontwikkeling & welbevinden van je leerlingen in kaart*, https://docentplus.nl/breng-met-omza-de-sociaal-emotionele-ontwikkeling-welbevinden-van-je-leerlingen-in-kaart/
[^2]: Ryan and Deci (2000) write that autonomy in self-determination theory refers to «the feeling of volition that can accompany any act», dependent or independent, and not to being detached or selfish. They name three basic needs: competence, autonomy and relatedness. Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. *American Psychologist, 55*(1), 68-78. https://doi.org/10.1037/0003-066X.55.1.68
[^3]: Zimmerman (2002) notes that self-regulated students seek help from others, and that what defines them is initiative, perseverance and adaptive skill, not working alone. He also describes the cycle of setting goals, trying, and reflecting, and criticises classrooms where students rarely get to set goals or evaluate their own work. Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. *Theory Into Practice, 41*(2), 64-70.
[^4]: Ryan and Deci (2000): autonomy-supportive teachers, as opposed to controlling ones, are linked to more intrinsic motivation, curiosity and desire for challenge; choice and chances for self-direction helped, while threats, deadlines and imposed goals hurt. Giving a meaningful reason for an uninteresting task, together with support for autonomy and relatedness, promoted internalisation. More autonomous motivation went with more engagement, better performance and lower dropout.
[^5]: Controlling teaching was linked in the same review to students learning less effectively, especially when learning needs conceptual and creative thinking, which is the kind of thinking that RTTI’s Insight level asks for.