by the Educator Collaborative Fellow, Dr. Towanda Harris
At what age did you fall in love with reading? Some would say childhood, some would say adulthood, and for some, they would say, “I’m still waiting.” According to a recent study by Zipdo, 75% of teachers agreed that independent reading improves student motivation and engagement; however, if we read between the lines, we see that the word “student” is the crucial factor missing from that statistic. Reflecting on my first few years as a classroom teacher, I vividly recall the competing priorities of juggling mandated curriculum, a rigid scope and sequence, and standardized test preparation. If time allowed, I would sprinkle in independent reading as best I could. Further along in my teaching career, I realized that I had less control over the allotted time for reading and more control over my approach to literacy experiences.
The teacher is, of course, an artist, but being an artist does not mean that he or she can make the profile and shape the students. What the educator does in teaching is to make it possible for the students to become themselves. -Paulo Freire
As a classroom teacher, at the beginning of the year, your room is a blank canvas as you imagine the many ways your students will fill the space. From your classroom library to your flexible seating and even your reading nooks, our goal as educators is for students to apply the skills and strategies you taught them throughout their reading journey each year. In theory, that sounds great, but how does it look throughout the school year?
I believe the answer is instructional planning. Not to be mistaken for or minimized to turning in a lesson plan. Instructional planning is the intentional effort educators take to plan learning experiences that are both goal-oriented and student-centered. It is a cycle of planning, observing, reflection, and adjusting that should be an ongoing process. Here are three adjustments that transformed my classroom from a traditional learning space to a student-centered learning environment through an instructional planning lens:
I created learning spaces that reflect the learner and their lived experiences.
As a new teacher, I remember spending a lot of time and money making sure that my classroom was perfect before the first day of school. Even my classroom library was organized and displayed the books I thought were the most popular and interesting. As the year progressed, I realized that my classroom library would gradually become rearranged (i.e., seating, books, categories, etc.) by the students. This was a lesson that I would never forget. To create opportunities for choice, you have to resist the urge to choose and make decisions without the most important thought partner…the students.
Here is an example of Ms. Nita Creekmore sharing her thoughts about her back-to-school classroom set-up:
I created learning experiences that were mirrors, windows, or sliding glass doors.
Dr. Rudine Sims-Bishop emphasizes the need for students to see themselves in the learning experience (Sims-Bishop, 1990). This is bigger than representation; it is about students feeling a sense of belonging in the learning environment. This feeling of belonging emboldens students to advocate for themselves and choose resources, stories, and topics that interest them, creating opportunities for personal connections.
Here is an example of Dr. Gholdy Muhammad introducing her sixty culturally and historically responsive lessons fueled by pursuit-driven learning while providing multiple entry points for the students to see learning as mirrors, windows, or sliding glass doors:
I invited student voice to use it as a tool for student choice during goal-setting conversations.
Goal-setting without agency can become a compliance tool that only checks the box of helping students meet their goals. Absent of student voice, the choice and agency of planning how it would get done is minimized. What helped to breathe life back into my classroom was when I began inviting the students into the conversation. To start the conversation, I used the Goal Setting: Tracking Achievements chart (Harris, 2019). This chart was inspired by a weekly class meeting that took place after lunch and recess. Upon our return to class, I motioned for everyone to make their way to the carpet. For context, I was a 3rd-grade teacher, and our school was approaching standardized testing season. I was honest with my students and let them know that the skill-and-drill method for test prep made me uneasy because it didn’t capture the full scope of their learning journey. I realized that goal-setting was less about me and more about them seeing the path to success. I paused and then asked them the following questions:
- 1. Why do goals matter?
- 2. What motivations help you achieve your goal?
- 3. What tools do you need to be successful?
The Goal Setting: Tracking Achievements chart is an example of how educators can give students the tools to introduce student voice into the conversation. This chart helped my students identify personal goals and choose strategies needed to support their growth:
(Harris, 2019)
The reality is that choice looks different in each school, classroom, and subject area; however, in all instances, the student should play a pivotal role. Choice is liberation. Choice is joy. Choice is student-centered. Choice has everything to do with students seeing themselves in the learning experience. From books, activities, and strategies, choice creates a sense of ownership in their learning while sparking joy, engagement, and a sense of belonging that every human longs for. So what’s choice got to do with it? The answer is everything. It has everything to do with it.
Reference:
Bishop, R. S. (1990, Summer). Mirrors, windows, and sliding glass doors. Perspectives: Choosing and Using Books for the Classroom, 6(3), ix–xi. https://scenicregional.org/wp-content/uploads/2017/08/Mirrors-Windows-and-Sliding-Glass-Doors.pdf
Creekmore, N. (2025). Read Outside Your Bubble: Expand Your Bookshelf, Expand Your World. Jossey-Bass.
Harris, T. (2019). The Right Tools: A Guide to Selecting, Evaluating, and Implementing Classroom Resources and Practices. Heinemann.
Muhammad, G. (2026). Nurturing the Heart and Mind, Grades 3-5: 60 Content-Area Lessons Using the Five-Pursuits Framework. Scholastic.
