Guidelines for Offering Choices
by Jane Bluestein, Ph.D.
Choices build responsibility and commitment, and communicate the teacher’s
respect for students’ needs and preferences.
Choices, like boundaries, are motivational tools that encourage cooperation
through input and empowerment. Offer choices in the absence of desirable
student behavior, to encourage the student to perform a particular behavior
he is not currently demonstrating.
Choices can also help prevent disruptive behaviors, however other strategies
will be suggested for intervening negative behavior or reinforcing performance,
growth and existing positive behavior.
Present available options in a positive manner. Be careful that the
choice doesn’t end up spoken as “do it or else.”
Be honest. Make sure that all options you offer are acceptable. Avoid
setting the students up to people-please by choosing the right option
or reading your mind. Make sure there are no wrong choices: If you don’t
want the student to choose something, don’t make it an option.
(For example, if you want them to do the outline first, offer sequence
options about the other activities—after the outline is finished.)
Make sure the choices you offer are clear and specific. Asking a child
to “Select a meaningful learning activity,” leaves
you open for some pretty broad interpretations. Instead, define choices
with clearly-stated limits. “Select one meaningful learning
activity from the five on the board” is much easier for the
student to understand—and perform successfully.
Start simple. If a student is having difficulty making decisions, it
may be that there are too many options or that the limits are too broad
or unclear.
If a student is having difficulty with even a simple choice, add another
limit if necessary, by asking him to choose within a certain amount
of time (after which you get to help him choose). Be patient. Some young
students and well-conditioned order-takers need time and practice to
develop confidence in their ability to choose.
Increase options as the students can handle them, either by widening
the range of choices you offer or by making the options more complex.
Depending on your goals, schedule and resources, you might leave room
for students to change their minds if they are disappointed with a choice
they’ve made. If time and management require the student to make
a choice and stick with it, make that clear when you present the available
options. Reassure the students that they can “try again later
(or tomorrow or next week).”
As they become more capable, encourage the students to participate in
setting up choices (or negotiate an alternative assignment, for example)
whenever possible. Clear limits are especially important in such cases;
you might also want to suggest that they present their ideas to you
for a final OK before they act.
If students suggest a choice that you think is inappropriate, tell them
your concerns and ask if they can come up with another idea. (Stating “That won’t work for me,” is a terrific way
to get this message across without attacking the student.) Reiterate
your criteria if necessary. If something is just plain non-negotiable,
say so, but help the student look for acceptable options available within
those limits.
Excerpted and adapted from The Win-Win Classroom, revised edition, by Jane Bluestein, Ph.D. © 2008, Corwin Publishing, Thousand Oaks, CA.
Buy this book.
See other handouts and excerpts from The Win-Win Classroom:
Rules and Boundaries
Guidelines for Reinforcing Positive
Behavior
Self-Assessment
Dealing Successfully with your Students’ Parents
Getting Away with Success
Rules and Boundaries
Handling Negative Behavior
Industrial Age vs. Information Age Classrooms
Improve the School’s Social Culture
Behavior Management: Intervention Strategies
Win-Win Ideas for Administrators
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