"The image of Carlson helped me understand how the teacher sees a child's independence"

Contents:

• "Previously, there was no need to specifically develop a child's independence at school"
• "The Federal State Educational Standard defines the importance and value of independence, but in the documents it is presented ambiguously"
• "It is difficult for a teacher to find a place for self-realization in school practices"

"There was no need to specifically develop a child's independence at school before"

There is an opinion that children of previous generations were more independent because they were not so actively looked after by parents and teachers. This statement raises important questions about upbringing and education. Unlike modern children, who are often under the constant attention of adults, children of the past had more freedom to make independent decisions and experiment.

This approach contributed to the development of skills of independence and responsibility. However, it should be taken into account that both living conditions and the demands on children have changed. It is important to find a balance between care and providing freedom to help today's children develop the necessary skills for a successful life.

The global factor significantly influences education, emphasizing the importance of independence in children. Parental control has become more prominent, and the environment in which children grow up has changed—there are fewer opportunities for spontaneous independence without adult intervention. Previously, the need for specialized independence development in school was not so pressing, as children grew up with greater freedom. Today, attention is focused on educational institutions, which is reflected in official documents and scientific research. Documents and research define children's independence as the ability to make decisions, take responsibility for their actions, and develop the skills necessary for independent living. This includes the ability to solve problems, set goals, and achieve them without constant adult support. Research emphasizes the importance of creating conditions conducive to the development of independence, such as opportunities to make choices and learn from mistakes. It also emphasizes the need for support from parents and teachers to be balanced: they should provide guidance and assistance without restricting the child's initiative and independence. Thus, children's independence is interpreted as a key aspect of their development, influencing the formation of personality and readiness for adulthood.

The topic of independence in education has a long history and is not new. The idea of ​​a free individual is clearly expressed in the works of thinkers such as Rousseau, Montessori, and Dewey. These concepts have found expression in critical pedagogy, alternative education, and original schools. Summerhill School serves as an inspiration for many. The question of human independence has been relevant since ancient times, when the individualistic discourse of ancient Greece shaped an interest in freedom and autonomy. However, it is important to understand how each of these thinkers interpreted the concept of independence in the context of education.

In the field of education research, considerable attention is paid to international documents, among which the Education Compass, developed by the Organisation for Economic Co-operation and Development (OECD) in 2019, is particularly notable. This document has become an important resource for analyzing and evaluating education systems, providing up-to-date data and recommendations that can help improve the quality of education in different countries.

In this context, the concept of student agency, which is the foundation of school education, is discussed. This skill gives children the opportunity to independently shape their educational trajectory, take responsibility for the learning process, and actively participate in pedagogical practices, contributing their ideas and suggestions. The development of student agency promotes deeper student engagement in the educational process and increases their motivation for learning.

The Education Compass emphasizes that the educational process should be focused on developing agency in children. All other learning outcomes can be achieved only if this important ability is successfully developed.

The increased focus on independence is associated with several factors. In modern society, there is a trend toward increased parental control, which, in turn, encourages children to strive for greater independence. Parents recognize the importance of balancing control and freedom, which influences their approach to parenting.

Also worth noting is the influence of technology, which provides children with access to information and opportunities previously unavailable. This promotes the development of critical thinking and independence in the younger generation. In a rapidly changing world, independent decision-making skills are becoming increasingly relevant, which also underscores the significance of this trend.

Thus, the focus on children's independence is a natural response to changes in society, parenting approaches, and technological progress.

The pandemic has had a significant impact on the educational process and increased interest in the topic of independence among schoolchildren. Distance learning has revealed serious problems associated with educational losses. Not all students were able to connect to online classes, and many lacked the necessary self-organization and self-regulation skills. This circumstance has exposed weaknesses in the education system, which for a long time emphasized the principles of "teaching how to learn." The pandemic has demonstrated that these skills are not always well-developed in children. This has necessitated a rethinking of approaches to developing self-regulation and agency skills in school education. Therefore, this issue has become the object of active study and discussion in the educational environment.

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Metacognition methods: how to teach children and adults to study effectively

Metacognition is the awareness and management of one's own learning processes. Metacognition plays a key role in the development of learning skills in both children and adults. There are many metacognition methods that can assist in this process.

One of the main methods is keeping a learning journal. By writing down their thoughts, goals, and results, learners can better understand their successes and mistakes, as well as track their progress. This promotes self-regulation and responsibility for their own learning.

Another important method is reflection. By analyzing their actions and approaches to learning, learners can identify effective strategies and correct unsuccessful ones. Reflection helps develop critical thinking and improves self-correction.

Self-assessment methods also play a significant role in metacognition. Learners can evaluate their knowledge and skills, which contributes to an understanding of their strengths and weaknesses. This allows them to choose resources and learning methods more purposefully.

Furthermore, the use of graphic organizers, such as mind maps and diagrams, helps visualize information, improving comprehension and memorization. This method is especially useful for both children and adults, as it facilitates the process of mastering complex concepts.

Finally, it is important to create a supportive learning environment. Encouraging collaboration and sharing among students promotes the development of metacognitive skills. Interacting with others helps expand horizons and deepen understanding of the learning material.

Using these metacognitive methods allows children and adults not only to become more effective learners but also to develop skills that will serve them throughout their lives.

I was drawn to the topic of independence because of its importance in everyone's life. Independence allows you to develop self-confidence, make decisions, and take responsibility for your actions. This quality opens up new opportunities, helps you achieve goals, and build a successful career. In today's rapidly changing world, the ability to be independent is especially relevant. It promotes personal growth and the development of the skills needed to effectively adapt to various life situations.

I worked as a teacher for ten years before entering graduate school and starting work at the Institute of Education. Research confirms that a teacher's professionalism reaches its peak after approximately five years of practice. After five to seven years of teaching experience, I truly felt that I had mastered my profession.

My reflection relates to situations when I conduct lessons in an unconventional format, changing the furniture arrangement to create a unique educational environment. However, in the next lesson, another teacher restores the usual order, returning everything to its original place. This is not simply a matter of convenience or habit of a particular teacher, but the restoration of traditional forms of interaction that influence my decisions in a shared classroom setting. Every time, I face a dilemma: continue teaching in the familiar format or assert my right to a unique approach, insisting on arranging desks in accordance with my vision and educational goals.

I've always been interested in the invisible force at school that forces us into routine. Why are desks arranged a certain way, and why are lessons conducted according to established rules? How can I escape this vicious circle, maintain my individuality, and learn to resist the foundations of the educational system?

Thinking about the future and seeking a deeper understanding of educational processes were the main factors that prompted you to enroll in the graduate program at the Institute of Education. Here, you will not only be able to deepen your knowledge but also engage in scientific research that will help you contribute to the development of the educational system. Graduate studies provide a unique opportunity to work with experienced teachers and researchers, which fosters the critical thinking and professional skills necessary for a successful career in education.

I have always been driven by a desire to constantly learn. It was this drive that brought me to the Institute of Education, where a new project dedicated to the topic of independence was just beginning. Participating in this project gave me the opportunity to delve deeper into questions I had already asked myself during my teaching practice: why change in the school system is so slow and what drives teachers to return to traditional methods of teaching.

Polina Gavrilenko's dissertation presents five studies that examine various aspects of the topic in detail. Each study aims to deeply analyze and identify key factors influencing the subject of study. The work includes both theoretical and practical findings, allowing for a holistic understanding of the issue under consideration. The studies are based on current data and methods, highlighting their significance and contribution to the scientific community.

• In the first, she conducted and analyzed 15 interviews with teachers of various subjects in grades 5–11 to identify their beliefs about the extent to which modern school practices allow and support children's independence.
• The second study included 21 interviews with primary, middle, and secondary school teachers about their understanding of student independence.
• The third study was quantitative and was a survey of 713 teachers of various subjects in grades 5–11 about the preferred characteristics of an independent student (the statements for the survey were formulated on the basis of interviews from the second study).
• In the fourth study, 260 subject teachers answered an open-ended question in a questionnaire about what is necessary to develop independence at school.
• The fifth study, using action research methodology, was conducted by the teachers themselves, who had previously participated in the interviews. They developed a plan of practices for developing independence for their classes, implemented them over the course of a semester, and tracked what worked and what didn't in a research diary. Only two teachers working in a secondary school fully complied with these conditions.

"The Federal State Educational Standard defines the importance and value of independence, but it is presented in ambiguous terms in the documents."

The concept of independence does indeed exist in Russian federal educational standards. When studying teachers' beliefs, we took this aspect into account, since it plays an important role in shaping the educational process. Student independence promotes the development of critical thinking and initiative, which is a key element of modern education. Therefore, an analysis of teachers' beliefs in the context of independence helps to better understand how pedagogical approaches can support or hinder the development of these qualities in students.

Since 2010, the Federal State Educational Standards (FSES) have introduced the concept of stratifying educational outcomes into three blocks: meta-subject, subject, and personal. As part of my research, I conducted surveys and interviews with teachers, and analyzed various documents, including standards, the federal educational program, and teaching aids for teachers. At the same time, I used a certain theoretical framework for a deeper understanding of the content and structure of the educational process.

Independence is a concept widely used in everyday speech, but in scientific practice, this term does not have a clear definition. To achieve results in any study, it is important to justify the choice of a specific term that most accurately reflects the essence of a concept similar to independence in a scientific context. Arguing for the choice of term allows for a better understanding and evaluation of the topic under study, as well as establishing a connection between everyday and scientific concepts.

In my work, I rely on self-determination theory, which emphasizes the importance of volitional functioning and autonomy of the child. Autonomy is the ability to act in accordance with one's own interests, which means relying on an inner voice and personal preferences. Independence is defined as the extent to which a child can make decisions and act independently, without external assistance. This concept is important for understanding personality development and the development of independence skills in children.

The Federal State Educational Standards for schools present various versions of educational standards. These standards define requirements for the content, structure, and organization of educational programs, as well as learning outcomes. It is important to remember that the Federal State Educational Standard (FSES) provides flexibility in the choice of educational approaches and methods, allowing schools to adapt the educational process to the individual needs of students. The key aspects of the FSES include both mandatory and optional components that contribute to the development of qualified and competitive specialists. Independence has many aspects, and three key definitions of this concept can be identified. The first definition implies the ability to make decisions and not depend on the opinions of others. The second definition emphasizes the ability to take responsibility for one's actions and their consequences. The third definition is associated with the ability to independently solve problems and achieve goals. These aspects emphasize the importance of independence in various areas of life, including education, career, and personal relationships. Developing independence contributes to the development of self-confidence and an improved quality of life. Independence is a key personality characteristic, reflecting one's internal position and self-concept. This concept combines ideas from Russian developmental psychology and emphasizes the importance of individual development. Independence is developed throughout life and influences a person's ability to make decisions without relying on the opinions of others. It's important to understand that this personality trait is shaped by various factors, including upbringing, social environment, and personal experience. Developing independence helps build self-confidence and improve quality of life.

The second aspect, which, in my opinion, is more understandable to practitioners, is independence in terms of self-regulation. This includes a child's ability to motivate themselves, organize their learning activities, monitor and diagnose, and reflect on their learning actions. In Russian psychological science and pedagogy, this aspect is considered educational independence. Developing these skills promotes more effective learning and fosters responsibility in children for their own learning.

Independence is an important characteristic, manifested in the ability to independently choose a presentation format and solve problems set by teachers. This ability to be independent reflects the child's skill level, demonstrating that they are capable of completing tasks without assistance. Developing such skills not only strengthens a child's confidence but also promotes personal and intellectual growth.

Within these three conceptualizations, independence is presented in texts as a value. Official documents emphasize the importance of autonomy, initiative, and independence, but lack a concrete context to assess how these qualities are realized in practice. As a result, this component seems vague and requires clearer justification and examples to better understand its role and significance.

According to current regulations, teachers are obliged to develop various types of independence in children. This includes cognitive independence, social independence, and emotional independence. It is important for educators to foster the development of students' skills necessary for independent decision-making, critical thinking, and self-confidence. Developing these skills in children is a key aspect of modern education and contributes to their successful adaptation to society.

Federal State Educational Standards (FSES) emphasize the importance of independence in learning, but their wording remains ambiguous, creating confusion during the implementation of this standard. After reading these requirements, a teacher may wonder whether they are truly promoting the development of independence by teaching students to plan their day or algorithmize their learning tasks. However, such approaches do not contribute to the formation of an individual's internal position and do not contribute to the development of a "self-concept." Effective development of independence requires a deeper understanding and application of methods that promote students' active participation in the educational process and the development of their personal responsibility.

Teachers understand independence as the ability of students to make decisions, take responsibility for their actions, and actively participate in the learning process. In our research, we found that for teachers, the key aspects of independence are critical thinking, the ability to set goals, and find ways to achieve them. Teachers also note the importance of motivation and support from mentors, which contributes to the development of independence in students. Independence is viewed as a crucial component of the educational process, contributing to the development of active and responsible individuals.

In analyzing teachers' opinions, we concluded that they view independence in children as the ability to complete assignments without assistance and without the need for reminders about lessons. In their understanding, independence is associated with autonomy. However, the idea that an independent child is one who acts based on their own desires and interests is not widely supported. For example, one teacher describes her independent students as follows:

The children's perseverance and responsibility are demonstrated in their response to assignments and requests. Each time the teacher addresses them, they respond willingly and complete the assigned tasks. Their responses in lessons are detailed and profound, indicating a high level of material acquisition. These qualities contribute to children's successful learning and development in the educational process.

During the interviews, differences were noted in the perception of children's independence in the school and extracurricular environments. Teachers emphasized that outside of school, an independent child is one who knows how to adapt, cope with difficulties, and make decisions. However, when the discussion shifted to the context of school activities, ideas about independence shifted. At school, independence was associated with completing assignments, following instructions and requirements, and adhering to the curriculum. This difference underscores the importance of context in understanding and assessing children's independence. Different approaches to this concept can influence the development of students and their ability to learn independently.

Research shows that teachers' beliefs about Students' autonomy directly influences their teaching practices. If a teacher views autonomy as a student's ability to work independently, they will strive to provide more assignments to help the child learn to organize their time and complete tasks. In contrast, teachers who focus on the child's interests focus on establishing trusting relationships and engaging students in various projects. They support children's initiatives, which contributes to the development of their independence. These approaches emphasize the importance of an individual approach to each student and their needs during the learning process.

So, does your research confirm that teachers generally act in accordance with their beliefs?

Teachers' beliefs play an important role in the educational process. Research shows that teachers' thoughts and attitudes directly influence their practices. However, I was unable to verify the survey results, as this would require observations and video recordings of specific teachers' lessons, which is difficult in a school setting. I did not ask the direct question, "Do you support student autonomy?", as everyone would likely answer yes. To avoid the tendency to respond in a socially desirable manner, I suggested discussing various situations in the interviews and examining how student independence manifests itself in practice. This approach allows for a deeper understanding of teachers' true beliefs and their impact on learning.

An interesting aspect is how teachers perceive children's independence. The image of Carlson becomes an important symbol here. Some see him merely as a manifestation of failure and poor grades, while others note that this spirit and energy in children deserves support and recognition. This contrast in perceptions underscores the importance of valuing the individuality of each child and encouraging their desire for independence.

The group of teachers striving to develop student independence is relatively small. However, their goal goes beyond simple independence, which consists of the ability to complete tasks without assistance. These educators focus on developing children's volitional functioning, which involves supporting them in finding and pursuing their own interests, as well as in expressing their individuality. This approach not only improves academic performance but also enhances the child's personal development, making learning more effective and meaningful.

I did not quantify the proportions of teachers with different beliefs, but preliminary conclusions can be drawn from a content analysis of the survey in which teachers described their practices. Approximately 34% of teachers noted practices aimed at supporting independence, while about 20% mentioned practices related to volitional functioning. This indicates that the value of volitional functioning does not occupy a leading position among pedagogical practices.

In another study, we surveyed teachers and asked, "What three qualities should be developed in today's schoolchildren?" The results showed that, according to educators, the most important qualities were determination, responsibility, and hard work. Conversely, qualities such as entrepreneurship, independence, and initiative received the least number of mentions. These data highlight current emphases in the educational process and the need to focus on developing key characteristics in schoolchildren.

Official documents and public demand require schools to develop certain qualities in students. However, this does not eliminate the importance of academic preparation. Schools must find a balance between developing personal skills and providing a high level of education.

There is a clear Contradiction: at the policy level, we are faced with a multitude of diverse demands, while in actual practice and in the minds of teachers, a completely different, stable view of the world has formed. This leads to a situation where educational goals and reforms declared at a high level do not coincide with the actual experiences and perceptions of teachers. Such discrepancies can hinder the implementation of new initiatives and reduce the effectiveness of the educational process. It is important to pay attention to the need to close this gap in order to achieve harmony between political goals and practical realities in education.

"It is difficult for a teacher to find room for self-realization in school practices"

Traditional practices and approaches in school continue to persist for several reasons, one of which is the persistence of teachers' beliefs. These beliefs are formed on the basis of experience, cultural traditions, and educational philosophy, which makes it difficult to adopt new teaching methods. In addition, many teachers believe that time-tested approaches are more effective in achieving educational goals. The persistence of traditional practices is also linked to an assessment system that often fails to recognize innovative approaches. As a result, despite the emergence of new methods and technologies, many schools continue to adhere to established practices, which can limit the development of the educational process. Interest in teachers' beliefs is linked to the slow pace of change in schools. The work of educational historian Larry Cuban shows that educational reforms often face difficulties when transitioning from one stage to another. Innovations can be introduced in elementary grades, but as students age, the likelihood of successful reform decreases. Cuban analyzed extensive data from 1900 to 1980, which confirms this trend. Reforms often face difficulties in implementation for several reasons. One of the main ones is that the main demands emanating from the state and society boil down to the need to force children to study and maintain order. As a result, teachers find themselves in a difficult situation where the demands of the authorities and the public are growing, but often contradict each other. Time resources are also limited, further complicating the implementation of these requirements. This tension creates obstacles to the successful implementation of educational reforms.

Chronological dictatorship requires the optimal allocation of resources and energy. Individualized child support practices do not correspond to these effective methods.

In the context of mass education, the optimal option is the frontal lesson form. The mass nature of education led to the emergence of the classroom-lesson system. Today, the mass nature of education and the lack of time force teachers to focus not on the individual needs of each student, but on their own resources, which leads to their optimal redistribution. Teacher conservatism is formed out of the fear that an individual approach, work in small groups, and the encouragement of dialogue can cause chaos, disrupt the usual process, and lead to ineffective learning. However, it is important to understand that modern educational practices require flexibility and adaptability to better respond to the needs of students and improve the quality of education.

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Psychodidactics, as a modern approach to teaching, offers an alternative to outdated didactic methods. Unlike traditional methods focused on the transfer of knowledge, psychodidactics emphasizes the individual characteristics of students and their psychological state. This approach allows for more effective consideration of the cognitive and emotional aspects of learning, which contributes to better assimilation of the material.

Modern educational practices require teachers to be flexible and adapt to the needs of their students. Psychodidactics offers tools for creating a motivational environment where each student can develop at their own pace. Using psychodidactic methods, teachers can more consciously choose teaching strategies, which in turn leads to improved education quality.

Furthermore, psychodidactics promotes the development of critical thinking and creativity in students. It helps develop independent learning and research skills, which is especially important in the context of rapidly changing information and technology. Thus, the transition from traditional didactic approaches to psychodidactic methods can significantly improve the educational process and prepare students for the challenges of the modern world. The issue of developing independence within the classroom-lesson system of mass education is becoming increasingly relevant. Despite the structure characteristic of this educational model, there are methods and approaches that can contribute to the development of independent skills in students. Practices such as project-based activities, individual assignments, and the use of technology can motivate students to learn independently. It is important to integrate these elements into the traditional system to develop critical thinking and initiative. Thus, even in the classroom-lesson system, it is possible to create conditions for the development of independence in schoolchildren. It is difficult to say that the introduction of new approaches to education will become widespread practice in the near future. This requires preliminary work with the beliefs of teachers, as well as obtaining their support. In the context of mass education, teachers are constantly faced with a lack of time. In school practice, they find it difficult to find space for self-realization and pedagogical expression. Furthermore, teachers often cannot devote due attention to each student, which hinders individual approach and support.

This is a limitation, not an insurmountable barrier. Although it can be difficult, overcoming such limitations is entirely possible.

In our study, using action research methodology, we organized several key stages. During the initial kick-off meetings, we discussed the goals of the study and offered participating teachers various strategies and methods they could apply in their practice. We emphasized the importance of actively involving teachers in the research process, which allowed them not only to share experiences but also to develop their pedagogical skills.

During the meetings, we analyzed existing problems in the educational process and identified areas requiring attention. Teachers were offered specific actions, such as introducing new approaches to teaching and assessment, developing joint projects, and using various tools for feedback with students. The main goal of these events was to create an environment for an open exchange of ideas and practices, thereby improving the quality of learning and increasing student engagement.

Thus, the action research methodology allowed us not only to identify existing problems but also to develop solutions together with teachers that can be applied in their daily practice.

I considered it important to share the sources that inspired me to conduct the research. These are works that encourage teachers to look at their practice from a new perspective: "Discipline and Punish" by Michel Foucault, "The Secrets of the School" by Isaac Froumin, "Life in the Classroom" by Philip Jackson, and "Deschooling" by Ivan Illich. Despite harsh criticism of the existing school system, these studies open up space for deep reflection on what is actually happening in the educational environment.

At the beginning of our discussion, we considered how the nature of the education system is manifested and what educational outcomes it is focused on. We analyzed various aspects, such as teacher behavior, their communication style, and the organization of the classroom space, including the arrangement of desks. We also touched on the practices of democratic schools and various approaches to developing student independence.

The introductory meetings focused on expanding the teachers' worldviews and their perceptions of school, as well as identifying the key values ​​that school education has to offer. These discussions contributed to a deeper understanding of the role of education in the formation of students' personalities and development.

I sought to avoid rigidly regulatory guidelines for supporting student independence. Otherwise, it would seem illogical: we encourage independence, including creativity, risk, and experimentation, but at the same time dictate specific actions to teachers. It was important for me to leave the teachers freedom in their approaches and interpretations, while providing them with the necessary feedback and literature for professional growth.

When searching for suitable practices, they focused on current research and the experience of industry leaders. The primary focus was on the effectiveness of the methods, their applicability in specific contexts, and expert feedback. An important aspect was the analysis of successful cases, which allowed for the formation of substantiated conclusions and recommendations.

The practice of supporting independence includes many methods, but they are primarily based on key principles. These principles help create conditions conducive to the development of independence and confidence in a person. Effective support for independence requires a comprehensive approach focused on individual needs and capabilities.

Volitional functioning is a child's key ability to rely on their own values. The formation of these values ​​occurs through the process of internalization, that is, the assimilation and assimilation of norms and beliefs that are significant to the individual. This process is possible only under certain conditions, which can be created by the teacher. The teacher plays a vital role in this process by creating a supportive and motivating environment that fosters the development of self-confidence and independence in children.

The teacher must maintain an emotional connection with children, be on the same wavelength, and build trusting relationships. Without this element, it is impossible to speak of educational or pedagogical influence. This aspect emphasizes the importance of relationship pedagogy, which emphasizes the significance of emotional contact in the learning and education process. Emotional connection helps create a comfortable atmosphere in which children can openly express themselves, which, in turn, improves their academic achievement and personal development.

According to self-determination theory, the successful completion of independent actions requires the satisfaction of three key needs: autonomy, relatedness, and competence. This means that supporting initiative and taking the student's opinion into account is essential. Emotionally safe social interactions and a sense of personal competence are also critical. These factors play a significant role in shaping motivation and contribute to more effective learning.

All these needs are interconnected and mutually supportive. For example, when a child feels capable and successful in completing tasks, this, in turn, strengthens their need for autonomy. Thus, satisfying one need contributes to the development and strengthening of others.

There are many practices that promote the development of critical thinking. One author who inspires me is Paulo Freire. Unlike many sociologists of education, he viewed school as a catalyst for social progress. If a teacher, together with students, critically analyzes the surrounding reality and identifies the social processes hidden behind the control mechanisms in the educational system, this creates an opportunity to support independence both in the classroom and in extracurricular activities. This approach not only develops critical thinking but also helps students develop active citizenship, which is an important aspect of modern education.

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Teaching with an emphasis on student autonomy: Helpful Tips

Supporting student autonomy in the learning process is an important aspect of modern education. When students feel more independent, they become more motivated and engaged in the learning process. Here are some recommendations to help you teach effectively while supporting your students' autonomy.

First, create a positive learning atmosphere where students can freely express their thoughts and ideas. This will help develop their self-confidence and desire to participate in discussions.

Second, give students the opportunity to choose topics for projects or assignments. This will not only increase their interest in the material but also allow them to develop critical thinking and decision-making skills.

Third, encourage collaboration. Group projects promote the exchange of ideas and opinions, which develops communication and collaboration skills.

Fourth, provide students with the opportunity to set their own goals. This will help them feel responsible for the learning process and increase their engagement.

Fifth, use a variety of assessment methods, including self-assessment and peer assessment. This not only promotes reflection but also helps students better understand their strengths and weaknesses.

Sixth, provide regular feedback. Constructive criticism and support will help students adjust their actions and achieve their goals.

Finally, be flexible in your approach to teaching. Every student is unique, and adapting your teaching methods to their individual needs will create a more effective learning process.

By applying these tips, you can create an environment that promotes student autonomy and increases their motivation for learning.

You have repeatedly mentioned the importance of desk arrangement in the classroom. Indeed, it plays a significant role in developing student independence. Proper organization of space contributes to the creation of a comfortable and productive learning atmosphere, where students can freely interact with each other and develop their skills. Desk arrangement can influence concentration levels, group interactions, and the overall dynamics of the lesson. Thus, thoughtful desk arrangement is an important aspect in fostering independence and responsibility in students. The issue of independence is closely linked to the concept of power. Being autonomous means being able to determine one's actions and deeds, becoming a source of one's own power. The distribution of power between teacher and student influences responsibility and the degree of freedom in decision-making, which in turn depends on the organization of the educational environment. Environmental options such as an aviary, a cage, a sanctuary, or a natural environment illustrate how a person can limit the freedom of others by demonstrating their power. Philip Jackson's work "Classroom Life" first focused on how the classroom environment influences a teacher's power. The teacher acts as a custodian of order, especially in situations where a student is late, unprepared, or disruptive. Arranging desks in rows facilitates teacher access, allowing them to easily approach each student, check notebooks, adjust posture, and provide support by guiding them through their assignments. Approaches to classroom management and the exercise of teacher authority vary between traditional and progressive schools, affecting the level of freedom and opportunity for experimentation—key factors that foster student independence.

The teachers participating in the study faced a number of challenges. One of the main problems was the lack of time to conduct lessons in a changing educational environment. Furthermore, many experienced difficulty adapting to new teaching methods and technologies. It is also important to note that a lack of support from administration and colleagues exacerbated these challenges. Teachers noted the difficulty of working with diverse groups of students, which required an individual approach and additional effort. These factors significantly impacted the effectiveness of the educational process and teacher motivation.

There is a fundamental contradiction: any practices aimed at supporting independence must be individualized. It is impossible to discuss independence in a general format, as it is always associated with unique profiles of interests, values, and beliefs. During my research, teachers noted that when attempts were made to implement general practices, some students began to protest, refused to study, or required personalized support. One of the study participants expressed this idea, and I used his quote in my dissertation.

Some children began to fall behind in their studies, and by the end of the module, the gap in performance became significant. Those who did not ask questions, remained on the sidelines, or refused help were unable to cope with the material, as they lacked the necessary knowledge to independently master the topic.

Student independence is an important topic that requires an individual approach. Mass practices cannot provide the same level of independence for all students in a class of 30. There is no universal method that can make every student independent. This raises questions about the resources and capabilities of teachers to support each student on their unique journey to self-discovery and the formation of their own meanings and values. Effective support requires a sensitive approach to the needs and characteristics of each student, which makes the learning process more personal and meaningful.

In your opinion, and from the teachers' perspectives, what successes were achieved during this study?

The teachers noted that they reached a new level in their teaching, gaining valuable experience that, although sometimes painful, became an important milestone in their professional journey. They encountered various barriers and boundaries, experiencing difficulties in understanding them and finding solutions. However, this process brought them a sense of calm, as they overcame subjective experiences associated with self-efficacy and significantly increased their self-confidence.

Teachers previously believed that their inability to develop student independence was due to a lack of knowledge or errors in teaching methods. However, after implementing the project, they realized that they had done everything possible to support students and truly made an effort. The limiting factor turned out to be the classroom-lesson system, which imposes its own restrictions on the learning process. This is due to the nature of classes in large classes, the limited duration of lessons, and the need to prepare for lessons, which does not allow for changes to plans at the request of students.

Given these limitations, do you recommend implementing independence-development practices to a greater extent in extracurricular activities than in classrooms?

Extracurricular activities today truly offer opportunities for creative expression. There are no requirements for exam preparation, time or subject restrictions. This space allows for supporting children's initiative and implementing the most ambitious and unconventional projects. Extracurricular activities foster creativity and independent learning skills, which are important aspects of education.

Modern education is increasingly overregulated, presenting a new challenge for educators. Teachers seeking to implement innovative teaching methods often face scrutiny from parents and colleagues. They encounter resistance, which complicates the implementation of innovative approaches. One teacher in our study held meetings with parents before implementing new practices to explain their intentions and justify the changes. Parents, although reluctant, agreed to the project based on their trust in the teacher. This confirms that increasing overregulation in education creates additional difficulties in supporting student independence and initiative. Successful implementation of new educational practices requires teachers not only professionalism but also the ability to build trusting relationships with parents, which is especially relevant in today's overregulated environment.

Parents often do not want their children to be independent. This lack of independence in school learning can manifest itself later in life, complicating career choices and university studies. When children don't learn to make decisions and don't develop self-regulation skills, they struggle to adapt to the demands of adulthood. This can lead to career challenges and a lack of self-confidence. Parental support for their children's development of independence can significantly improve their future academic and career success.

This truly goes beyond my work. However, the trend toward selfhood and subjectivity is characteristic of a generation. Today's youth emphasizes the search for meaning associated with comfort, self-expression, and individualism. Inner experience is important to them, and they increasingly turn to self-care practices.

The values ​​that shape adolescents' worldviews are actively supported by the media. Although they may be absent from school instruction, this does not mean they disappear from students' lives. Teenagers perceive these trends, often interpreting them in an excessive or even radical form. This underscores the importance of the educational process, which must take into account the influence of external factors on the formation of young people's attitudes and behavior.

The text touches on aspects of hedonism and volitional functioning, emphasizing the importance of supporting individualism and initiative in the educational system. School plays a key role in developing critical thinking in students, enabling them to consciously perceive the world around them. In a modern society, where exaggerated images of independent adults influence young people, education must include skills for analyzing and evaluating information. This is necessary so that students not only develop their personal qualities, but also learn to make informed decisions based on their own judgment and values.