Ms Strauss made the decision to delay the class field trip. Students verbalised their frustration and disappointment. Which teacher response supports student self-determination and autonomy?

Question

BlackTom AI · Accepted Answer

The question asks which teacher response best supports student self-determination and autonomy after students express frustration about a decision.
Since the provided data includes only one listed option: 
- d. I recognise your frustration with my decision to delay the field trip.

First, consider what autonomy-supportive practice entails: acknowledging students' feelings, validating their perspective, and treating them as capable agents in the learning community. An effective autonomous response communicates respect for students’ emotions and invites continued dialogue, rather than dismissing or overriding their viewpoint.

Option D explicitly demonstrates recognition of the students’ emotions: it names the frustration and ties it to the teacher’s decision. This approach validates students’ experiences, which is a key component of supporting autonomy and self-determination because it preserves the students’ sense of agency and trust in the relationship.

If we imagine alternative responses (which are not provided here) that might be less autonomy-supportive, such as:
- A statement that simply explains the decision without acknowledging feelings (focuses on the teacher’s authority rather than the student’s experience).
- A defensive reply that argues students are overreacting (dismisses emotions and undermines autonomy).
- A directive that refuses further discussion (limits sense of control and input).
Each of these would likely reduce students’ perceived autonomy and engagement compared to a response that names and validates feelings.

Given the single option available, option D best aligns with autonomy-supportive communication by recognizing the students’ frustration and linking it to the decision, thereby validating their experience and maintaining open lines for dialogue.

Ms Strauss made the decision to delay the class field trip. Students verbalised their frustration and disappointment. Which teacher response supports student self-determination and autonomy?

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