When I think about student success, I often think about academic achievement first. But strong learning skills are just as important for every learner. This year, in my new role, I have noticed that, regardless of a student’s abilities or background, learning skills is a common area where my students need support. More specifically in taking initiative. Initiative isn’t just about asking questions and showing your curiosity of learning. It’s about acting on ideas, seeking out opportunities, making decisions that support growth, and advocating for oneself.
I remember a student once shared, “I don’t have initiative. It’s hard for me to speak up.” Another student said it came naturally to them, describing initiative as “helping someone.” They were both right. Initiative can look different for everyone. I think at its core, it is about communicating needs, making decisions that support your growth such as asking for help, and being willing to take risks.
In my primary and junior classrooms, I would dedicate time, multiple times throughout the year, to explore all the learning skills, focusing on one each week. We would discuss what each skill was, what it looked like in action, and how it could help them succeed both in and out of school.
For all students, building initiative lays the foundation for independence, resilience, and learning. When students learn to take initiative, they become more engaged in their education and are better prepared to handle challenges. So how do we encourage and support taking initiative?
This year I found myself supporting in writing Individual Education Plans (IEP) goals for students in the gifted/enhance learning program, specifically in the area of learning Skills and taking initiative. The goals focused on seeking enrichment opportunities beyond the classroom and developing self-advocacy skills by expressing preferences for demonstrating work in alternative ways. Other goals included focusing on communicating understanding of the task and advocating for preferred method of demonstrating knowledge with more independence.
One way you can support goals such as these are by creating a classroom culture that nurtures self-advocacy and initiative. For example, we can offer students choice in how they learn and demonstrate understanding. In the classroom, that might look like allowing them to decide whether to create a poster, record a video, or write a report for a project honors their individual learning styles and encourages decision making. Another important strategy is asking open-ended questions that prompt students to reflect on their needs and preferences. Questions like, “How can you show me what you’ve learned in a way that works best for you?” or “What do you need to feel successful in this task?” invite students to think critically and advocate for themselves. We can also prompt and encourage students to get involved in and out of classroom initiatives that might be of interest to them.
Integrating self-advocacy and initiative into everyday learning makes these skills more tangible and relevant. Integrating a task such as “My Learning Journal”, where students reflect on their favorite ways to learn, challenges they’ve overcome, and what helps them succeed, help students understand themselves better and practice articulating their needs and preferences. Throughout the reflections, asking guiding questions such as, “What does this page say about how you learn?” or “How can you make this journal truly yours?” will deepen engagement and ownership.
Teaching initiative is not only about giving students a voice-it’s about helping them discover and use it. By creating opportunities for choice, asking thoughtful questions, and integrating self-expression into classroom activities, we nurture confident learners who are prepared to advocate for themselves throughout their educational journey and beyond.
