The Classroom Productivity Strategy Too Few Teachers Use

The idea of having students assume significant and meaningful roles in our classroom may seem like more work and headaches. Yet, if tasks and responsibilities are planned and managed well, students’ contributions can lighten our workload and create more time for us to plan and teach.  

However, the case for having students assume meaningful classroom-level responsibilities and carry out authentic tasks is most compelling when viewed from the perspective of their benefits for students. These experiences can be powerful opportunities for students to develop agency, leadership, competence, and a sense of ownership and belonging. Students go beyond being occupants of our classroom to contributors to its success.  

So, what are some of the tasks and responsibilities students might carry out that lighten our load and build student confidence and skills? Here are some examples, depending on the ages and maturity of the students we teach.  

Students can: 

Of course, you can add to this list as you consider your context and students. Nevertheless, students almost always can do more than we assume. They may just need an opportunity, reasonable support, and recognition that their efforts matter.  

Meanwhile, the growth in skills, maturity, attitudes, and commitment that results from these authentic opportunities is likely to be significant. Consider these examples of how students benefit from playing a meaningful role in and carrying out classroom responsibilities.  

Students grow in their sense of agency. They connect their actions to meaningful outcomes. Consequently, they see themselves as making the class better. They are positively influencing the classroom environment, not just reacting to it.  

Students gain confidence and competence. They begin to see themselves as someone who can be depended upon. They feel capable of carrying out responsibilities and solving problems. The confidence that comes from performing and making contributions tends to be more meaningful and durable than confidence that is dependent on praise.  

Students learn to lead. When students engage in tasks such as organizing peer groups, leading discussions, teaching classmates, and helping to manage classroom routines, they begin to see themselves as able to support, manage, and influence others. Depending on students to carry out responsibilities communicates confidence in their abilities, including leadership.  

Students become more invested in the classroom community. When students contribute to how the classroom functions, they tend to take greater ownership of elements such as routines, norms, and collective success. Students are more likely to internalize classroom expectations and see them as shared commitments to pursue rather than as the teacher’s rules. 

Students grow executive functioning skills. When students are given responsibilities that involve planning, prioritizing, monitoring progress, and managing materials, they learn important life and work skills that can serve them well academically and in life. In fact, executive work skills are among the strongest predictors of long-term academic and work success.