Chapter 4

     As Zeba mentioned in her last post, the worst punishments received were those that were class punishments. If you didn't do anything wrong then why should you be punished? I believe this chapter on autonomy ties into this because students must be responsible for their work, actions, and decisions individually. It is necessary for students to have a sense of autonomy to keep them motivated. 

     As Pink wrote, Type I behavior emerges when people have autonomy over their task, time, technique, and team. I believe this practice can be implemented in some way each day in a classroom. Teachers can help students have a say in what they are learning by completing an interest inventory for students at the beginning of the year. The teacher could gear instruction toward students' interests throughout the year instead of randomly picking things. The only restrictions would be that content was grade appropriate, is adaptable for different levels of learning, and fits the standards and benchmarks. 

      Students could have a say in the technique used to complete work by using a choice board instead of assigning each student the same assignment. Some days, the teacher could let students pick the people they want to work with instead of assigning random groups. Time would be the hardest to give students choice with, but it could be done by giving students a choice of what they would like to do in their free time or for a center. Making autonomy an option for students would require more work from the teacher, but I believe it would result in a more positive classroom environment.