Many upper-elementary or higher classrooms debate procedural items after the teacher makes an announcement. If the teacher announces a multiple choice test, then some students might argue for an open-ended test, or for a project. Even after the class comes to a decision, some students may be offended.

This problem can be avoided by giving the students a choice. In that way, they feel that they have decided what will take place. The procedure is as follows:

1. The teacher announces at the end of a class that the students can have either a test or a project. The students discuss what they want before the next class meeting, and a class representative reports the decision to the teacher.
   • This frees the teacher of making the decision
   • The students feel that they have received what they wanted
   • They have more of an incentive to succeed in the project that they have stipulated
   • The teacher can quiet any subsequent debate by pointing out that she is following the class decision
2. The teacher can announce an assignment. If one or more students request an alternative, then the teacher should agree to let the class decide which way to do it.
   • Immediacy is of utmost importance in this procedure
   • Do not allow a class discussion in the beginning
     • Acquiescing to a class discussion at this point may create ill will among some students
     • It may also teach the students that the way to achieve their desires is by creating an uproar
   • An immediate acquiescence creates the opposite - good will. Timing is very important
3. The teacher could make an announcement, listen to the disagreement, and give in to the students at a later point
   • This option shows weakness on the teacher's part
   • It may be the best alternative if there is a crisis in the classroom
   • Try the first two options first

Students may also be given some choice in the subject material to be studied.

• Their syllabus may offer alternatives
• They may decide which assignments are more interesting
• They may determine the form of evaluation that they prefer

Of course, the students cannot demand changes from a predetermined syllabus or guidelines that are enforced by school authorities.

A skilled teacher should balance the need for a choice. Children will tire of choice if they feel that they have to determine every policy decision, and they will ask the teacher to make decisions by herself. A skilled teacher learns how to make the children feel that they have enough choice. In that way, she can decide certain things:

• The concepts that are important to her
• The concepts that are on the syllabus
• The concepts that cannot be changed

The teacher may choose to manage certain class issues by pointing out that she has already given them enough choices in other cases. Children are usually prepared to accept the decisions of the teacher under these circumstances.