A major part of supporting autonomy is to give students choices wherever possible (Ryan & Lynch, 2003). The choices that encourage the greatest feelings of self-control, obviously, are ones that are about relatively major issues or that have relatively significant consequences for students, such as whom to choose as partners for a major group project. But choices also encourage some feeling of self-control even when they are about relatively minor issues, such as how to organize your desk or what kind of folder to use for storing your papers at school. It is important, furthermore, to offer choices to all students, including students needing explicit directions in order to work successfully; avoid reserving choices for only the best students or giving up offering choices altogether to students who fall behind or who need extra help. All students will feel more self-determined and therefore more motivated if they have choices of some sort.
Teachers can also support students' autonomy more directly by minimizing external rewards (like grades) and comparisons among students' performance, and by orienting and responding themselves to students' expressed goals and interests. In teaching elementary students about climate change, for example, you can support autonomy by exploring which aspects of this topic have already come to students' attention and aroused their concern. The point of the discussion would not be to find out “who knows the most” about this topic, but to build and enhance students' intrinsic motivations as much as possible. In reality, of course, it may not be possible to succeed at this goal fully—some students may simply have no interest in the topic, for example, or you may be constrained by time or resources from individualizing certain activities fully. But any degree of attention to students' individuality, as well as any degree of choice, will support students' autonomy.