The conclusion of the Learning First Alliance is that in order for students to feel a
strong sense of ownership about their schooling experience, they must have extensive experience of being with their peers, engaged productively, in safe learning environments (2001). The group explains,
Moreover, by taking responsibility individually and in groups, students can experience the many benefits of making individual contributions to the well-being of the school and of participating on productive collaborative teams. . . . When student learning is coupled with opportunities for self-direction and influence, these principles are further reinforced. Students are often an untapped resource in schools—the passive objects of reform rather than active forces in shaping and improving the school community. A degree of choice as to how one goes about one’s own learning, along with some voice in shaping the goals, norms, and activities at school, is intrinsically rewarding and affirming. Having “voice and choice,” in turn, strengthens students’ bonds and commitment to the school community. By helping to define the school’s goals and plan its activities, students see the school as “theirs”—and prepare for the demanding role of productive citizenship in our democracy. (p. 10)
Finally, paying continuous attention to the hopes, concerns, desires, and fears of students is essential for engaging them. Staff members must make this a part of their daily interactions with each student. (p. 11)
Further recommendations from the Learning First Alliance’s “plan of action” relative
to the instructional setting, are:
Put in place policies and programs to create and support smaller, more personal learning communities in which all students are known well by at least one adult. (p. 29)
Ensure that teacher preparation (including alternative certification pathways) and ongoing staff development emphasize the following strategies, methods, and understandings (pp. 28-29):