1. Quantify their reading assignments.
2. Make them write reports.
3. Isolate them.
4. Focus on skills.
5. Offer them incentives
6. Prepare them for tests.
7. Restrict their choices.
1. Supporting their autonomy isn't just about having them pick this over that.
2. Autonomy can be supported -- and choices can be made -- collectively.
3. It's not all or nothing. ... "Autonomy support not only doesn't exclude structure ...; it also doesn't rule out active teacher involvement."
4. "See above." ... "Even autonomy support in its richest sense works best in the context of a course that's pedagogically valuable in other ways."
Of course not. I want students to encounter literature like a living, breathing thing. I want them to build their literary experiences in collaboration with the books in their hands. I want students to be excited about stories, and sometimes even scared at the power they have. And none of that depends on me standing at the front of the room, holding the reins in a white-knuckled assertion of control.
A small example, to round this out: as I was reading Kohn's piece, I had a wonderful and inspirational moment. Part of a novel study I'm developing requires that I have students write a test; I'm not quite sure how I feel about tests as a form of assessment, but there you go. Test. I'm intending on relying primarily on a student-generated list of questions they feel their peers ought to be able to answer -- we'll see if the reality of what this looks like matches up with what it's supposed to do theoretically. A test model I've also seen that I really liked was the "Identify & Explain" model, wherein the teacher selects important passages from the novel and the student determines what's going on and why it's important.
But why should I pick out what's important, when it's important to me but not necessarily important to my students? So, after a series of student-generated (and, well, slightly modified) questioned, I think I may ask students to pick out several of the novel's most important passages -- the things that were most important to each student -- and identify why. This types of activity works to value each student's response to the text, instead of making my response the most important. And that's really how it ought to be. As Kohn writes, "when autonomy and community are combined, they define a concept more ofte invoked than practiced in our society: democracy."