Building Decision Making Skills, by Jane Bluestein, Ph.D.

Building Decision-Making Skills

Responsible behavior includes the ability to connect “what I’ve done” to “what happens or happened as a result of what I’ve done.” Likewise, self-concept is influenced by an individual’s belief that “I have the power and ability to impact my environment and my life.”

A sense of confidence and empowerment is reinforced every time an individual has the opportunity to experience the outcomes of his or her own choosing. Offering choices –within limits that don ’t make you crazy–has numerous advantages, including:

It models flexibility on your part.

It provides ways for the student to meet various learning needs.

It generates commitment from students.

It empowers students and increases the likelihood of cooperative behavior.

It teaches self-management and builds decision-making skills and helps students connect their choices to the outcomes of their choices.

It increases the opportunity for students to take responsibility and initiative in their own learning.

deciding which of two activities to do first

deciding which two crayons to use in a drawing

deciding which two of three language puzzles to complete

deciding which 10 math problems to do on page 174.

deciding whether to stop talking or leave the group/room.

deciding where to sit for independent work if given no option to leave once that location has been selected.

deciding whether to submit a final project on disk, on paper, or on videotape.

deciding on a work space where he or she will not be tempted to talk.

deciding, in a group, how to share 2 cookies between 3 people so that all 3 are satisfied with the decision.

deciding on a favorite color in a discussion circle.

deciding which science experiment to conduct to demonstrate photosynthesis

deciding how to arrange certain materials in a display

deciding the order in which the class will discuss certain non-sequential topics.

deciding to which rock star to write a fan letter.

deciding on a 1-minute break now or a 3-minute break in 10 minutes.

deciding which center to visit during self-selection

deciding whether to display his or her drawing or take it home

deciding whether or not he still needs more practice on that particular skill.

choosing 3 out of the 5 activities suggested in the biology contract.

designing his or her own project to demonstrate a particular concept.

selecting 10 out of the 20 spelling words on the list to master this week.

choosing a partner for a given project or activity.

deciding whether to do the 15 math problems on the board or the 15 problems in the book.

Remember that in offering choices, make sure that all options you offer are acceptable. Don ’t expect the students to “people-please ” by choosing the “right ” option or reading your mind. Not all things are negotiable, but when you have the opportunity to offer choices, do so honestly.

Also, if your students are overwhelmed by choices (which is quite common among older students who have been “dummied down ” from years of not having had many opportunities to make choices or among young students who are offered too many choices to begin with), start slowly with few choices and, if necessary, time limits for making the choices (after which, you get to choose).

It may always seem easier and faster to just tell your students what to do, but the time invested in giving choices will pay off handsomely in the long run–for both them and you!