From passenger to driver: Agency and Accountability lead to Achievement in the English Classroom 

By Jaimeson Lynch, P’20,’21, English Department Chair 

What if the secret to deeper learning wasn’t just in what students study, but in how much say they have in the process? In the English Department at Cheshire Academy, we believe that true Achievement is the inevitable result of two fundamental principles: Agency and Accountability.  

Being lovers of alliteration, we like to call our philosophy The Three A’s: Agency, Accountability, and Achievement. 

At CA, we have moved past the traditional model where students are passive recipients of knowledge. Instead, we intentionally design a learning environment that empowers students to drive their own educational experience, a strategy firmly rooted in the principles of Mind, Brain, and Education (MBE) science. MBE research confirms that when students are given meaningful control over their learning path, it actively engages the brain’s reward system, making the learning more relevant, profound, and – and this is really important – lasting. In the English Department, giving students ownership over their work – from selecting a text for a “free-read” unit, to choosing assessment formats – transforms an assignment from an imposed requirement into a self-driven goal, leading to the long-term Achievement we want for every student. 

The Power of Student Choice: Agency 

At the heart of our department’s approach is Agency – the belief that students should be active participants in their own learning by making choices about what and how they learn. We know that motivation increases when students feel a sense of ownership, which is why we intentionally design our curriculum to include meaningful choice where possible and appropriate. 

This isn’t about simply picking an essay topic; it’s about choosing the path to demonstrating mastery. Whether it’s selecting a novel for an independent study; deciding between a paper, a multimedia presentation, or a creative portfolio for a major assessment; or even choosing the specific focus of a literary analysis, we empower students to connect their personal interests to the curriculum. Depending on the assignment, students can choose to show mastery in any number of ways. Among other things, I have had a student write and perform an original song from the point of view of Nora from A Doll’s House; make a playlist to serve as a soundtrack for Macbeth; and create street art in the style of Banksy to depict themes present in The Visit. I have also had students who would prefer to write a more straightforward essay to show mastery of a topic. That is fine, too. All of these projects required the students to have a deep understanding of and engagement with the text.  

Research in MBE shows that offering meaningful choices activates the brain’s dopaminergic reward system. This neurochemical release is associated with intrinsic motivation, effectively transforming a task from a mandatory, general one into a personal, unique one. This enhances cognitive engagement and shifts the processing of information into long-term memory networks. This is what we want as teachers. 

Raising the Bar: Accountability 

In our classes, with greater freedom comes greater responsibility. Thus, the second important feature of our philosophy is Accountability. Providing choice is not about lowering expectations; it’s about raising the bar and helping students meet it through deliberate effort.  

When a student chooses their path, they are also committing to the rigor of that work. As teachers in this framework, we provide clear expectations, transparent rubrics, and consistent feedback. Because we know our students well, we can help them choose texts that are meaningful to them, but that will challenge them; assessments that play to their strengths, but also those that will help them improve on areas of weakness. Our role as educators is to guide, support, and mentor students as they manage their chosen projects, meet deadlines, and reflect critically on their process and product. 

This commitment to accountability helps students develop crucial executive functioning skills – time management, organization, and self-advocacy – which are essential for lifelong learning.  

These skills are governed by the prefrontal cortex, the brain region responsible for sophisticated, goal-directed behavior. We are not just teaching English content;, we are providing the structured practice necessary to strengthen these neural circuits. Metacognition, a result of consistent feedback and reflective practice, allows students to monitor their own learning and adjust their strategies, ensuring they develop the neurological and behavioral foundation to flourish in future academic and professional settings. 

The Inevitable Result: Achievement 

When students operate with genuine Agency and are consistently held Accountable for their choices and work, the result is deep and meaningful Achievement. 

Achievement in the English Department is more than just a letter grade (actually, we’d love to get rid of grades altogether, but that is a topic for another post). For us, achievement is: 

• The mastery of skills evident in a compelling essay or presentation 

• The confidence gained from completing a complex, self-directed project 

• The critical thinking demonstrated by connecting a classic text to a modern issue 

• The maturity developed over time by setting, meeting, and exceeding expectations 

• The responsibility cultivated by being actively involved in determining one’s own path 

• The joy that results in being allowed to pursue one’s interests 

By giving our students the freedom to choose and the structure to succeed, we see a shift from a student acting as a passenger in their education to one who is the driver of their own learning. This not only leads to better performance on summative assessments but also fosters a life-long intellectual curiosity and readiness to take on the challenges of the world with confidence and competence.