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This book provides a guide for autonomy-supportive leadership training, which is not limited to language learning but can be applied to any field where learners become empowered leaders. The principles and activities featured in this book aim to foster and sustain student-led learning communities that prioritize learners’ well-being, ensure everyone's voice is heard, and build a positive emotional climate conducive to learning. The authors believe that autonomy-supportive leadership training sets a positive cycle in motion, empowering student leaders in the present and continuing to inspire future generations of learners. Who is this book for? The book aims at anyone striving to facilitate students’ leadership development in an autonomy-supportive manner, as well as possibly the students themselves. Being a student facilitator is not based on where you work, whom you work with, or what learning students are engaged in. Instead, a student facilitator (who can be an educator or a student) empowers learners to be leaders by promoting autonomy-supportive principles and practices. A student facilitator might be a teacher, advisor, administrator, or student hoping to cultivate student leadership. This might be in the context of interest-based learning communities, circles, sports teams or volunteer groups. Or you might be supporting student workers and event organizers. Whichever kinds of student groups you work with, the concepts in this book, such as communities of practice, basic psychological needs, and leadership styles, have been widely applied in many fields and are just as applicable to student groups. Why should you read this book? As the authors write in the introduction, “autonomy-supportive leadership support does not simply build successful language learners, but rather future leaders who can positively contribute to any field they enter.” We invite you to set a chain reaction in motion to create a positive learning climate that prioritizes individuals' well-being and cultivates their potential for making positive contributions to the world.
This book focuses on the impact of teachers’ leadership identity on their pedagogical and class management choices and proposes a new pedagogical framework, leaderful classroom practices which emerged through collective, concurrent, collaborative, and compassionate interactions between the teacher and students. The interdisciplinary aspect of the book appeals to a wide range of readers from different disciplines and gives readers the opportunity to take a moment and reflect on their leadership identity, recognize the limitations of their practices, and adopt a leaderful pedagogy in their respective disciplines. Establishing an open, democratic, and participatory learning environment for all learners is a major leadership responsibility of teachers, and this book demonstrates how to accomplish this mission both in theory and practice.
Children in today's world are inundated with information about who to be, what to do and how to live. But what if there was a way to teach children how to manage priorities, focus on goals and be a positive influence on the world around them? The Leader in Meis that programme. It's based on a hugely successful initiative carried out at the A.B. Combs Elementary School in North Carolina. To hear the parents of A. B Combs talk about the school is to be amazed. In 1999, the school debuted a programme that taught The 7 Habits of Highly Effective Peopleto a pilot group of students. The parents reported an incredible change in their children, who blossomed under the programme. By the end of the following year the average end-of-grade scores had leapt from 84 to 94. This book will launch the message onto a much larger platform. Stephen R. Covey takes the 7 Habits, that have already changed the lives of millions of people, and shows how children can use them as they develop. Those habits -- be proactive, begin with the end in mind, put first things first, think win-win, seek to understand and then to be understood, synergize, and sharpen the saw -- are critical skills to learn at a young age and bring incredible results, proving that it's never too early to teach someone how to live well.
This book presents easy-to-use tasks in order to promote a learner-centered language classroom. The photocopiable tasks can be used by teachers of varying levels of experience with the purpose of putting the learners in the driving seat of their own learning. This book is designed to empower teachers with a toolkit of practical activities which can be generated, designed, and directed by the learner. The book serves as a practical guidebook for busy teachers in how to introduce materials-light, learner generated tasks, for promoting learner autonomy.
Through the application of self-determination theory (SDT) to research and practice, this book deepens our understanding of how autonomous language learning can be supported and understood within environments outside of the classroom. Theoretical, empirical and practice-focused chapters examine autonomy support in a range of contexts and settings, dealing with learning environments and open spaces, communities and relationships, and advising and self-access language learning. They reveal what occurs beyond the classroom, how socializing agents support autonomous motivation and wellness, and how SDT can enhance our understanding of supporting language learner autonomy. It will be of interest to language teachers, university lecturers and learning advisors who are providing support outside the classroom, as well as to graduate students and researchers who are working in the fields of applied linguistics and TESOL.
For many years, the authors have been fellow travelers on the journey to help educators improve their schools. Their first coauthored book focuses on district leadership, principal leadership, and team leadership and addresses how individual teachers can be most effective in leading students—by learning with colleagues how to implement the most promising pedagogy in their classrooms
This volume builds upon emergent understandings about educational leadership and policy in hopes of continuing to refine our understanding of what effective leadership means in linguistically and culturally diverse school contexts. The volume seeks to entrench a deeper understanding of the broader leadership policies and practices that promote the success of linguistically and culturally diverse students, while also recognizing that effective leadership can be highly dependent on context. It offers original empirical research that enhances an understanding of the interdependencies between leadership, culture, language, and policy (i.e., the mechanisms that engender or hinder successful stewardship of linguistic and cultural plurality). The confluence of school leadership, linguistic diversity, and multiculturalism makes this volume unique, especially considering the pace at which global migration continues to accelerate, coupled with the need to accommodate an array of diverse learning needs in today’s schools.
School leadership instability is particularly problematic for scholars and practitioners concerned with PK-12 school improvement, as second only to teachers, campus leadership has been identified as a primary factor in students' academic success (Young et al., 2007). Yet, while principals play an indispensable role in students' academic success, the job has become considerably more stressful as the role of a school leader continues to evolve. Specifically, added responsibilities, increased work intensity, and the ever-present menace of high stakes accountability have intensified the stress levels encountered by today's school leaders (Carpenter & Brewer, 2012; Chaplain, 2001; Darmody & Smyth, 2016; Wang, et al., 2018). This intensification negatively impacts a school’s teaching staff and its students, as the overall quality of the school experience can deteriorate if principals are unable to meet their potential due to the burnout and fatigue associated with chronic stress (Darmody & Smyth, 2016; Devos, et al., 2007). For principals to fully realize their ability to serve as catalysts for school improvement, they should be allowed to prioritize physical, mental, cognitive, and emotional health. Desired levels of wellbeing occur in the absence of chronic physical, social, psychological, emotional, economic, and cognitive distress (La Placa, et al., 2013). As authors in this volume demonstrate, many school leaders have commenced specific practices targeting cognitive, emotional, and behavioral wellbeing to cope with occupational stress and flourishing- or, at the very least, surviving in such a challenging environment. Among coping strategies leaders have adopted include mindfulness and other wellbeing interventions/strategies intended to facilitate healthier lifestyles, relieve stress, and improve personal resilience (Aviles & Dent, 2015; Mahfouz, 2018; Wells, 2015). Recently, there has been a call to consider educational leadership through a positive human flourishing lens. Research in this area focuses on integrating wellbeing practices in professional development programs for teachers and school administrators to highlight the positive effects of personal and collective wellbeing in schools (Cherkowski & Walker, 2014). For example, empirical studies have examined how incorporating mindfulness practice promotes positive adaptive skills, stress resilience, and social and emotional skills needed in a school environment (Abenavoli, et al., 2013; Benn, et al., 2012; Dvor a kova et al., 2017; Jennings, 2015; Meiklejohn et al., 2012; Mahfouz et al., 2018). New understandings about the relationship between school administrators' wellbeing and school improvement efforts should ignite interest within the field. As such, this book’s chapters are organized into four distinct sections that provide: (a) an overview of the field (Section I), (b) an empirical argument for why such research is essential (Section II), (c) wellbeing models to be considered for use in the PK-12 setting (Section III), and, (d) specific wellbeing practices and frameworks currently being in PK-12 (Section IV).
Praise for the Second Edition of The Handbook for Student Leadership Development "This is a must-have book for leadership educators and all student affairs professionals who want to develop impactful leadership programs and the leadership capacity of students. Buy it. Read it. Use it to develop the needed leadership for our collective future." CYNTHIA CHERREY, vice president for campus life, Princeton University, and president, the International Leadership Association "As we continue to encourage leadership behavior in young people, it is very easy to get lost in a forest of new theories, programs, and definitions. This handbook serves as the compass to guide us, and it grounds the field of student leadership development in principles and best practices. Our challenge is to put this work into action." PAUL PYRZ, president, LeaderShape " Comprehensive in design and scope, the second edition of The Handbook is a theory and practice resource manual for every leadership educator inside and outside of the classroom." LAURA OSTEEN, director, the Center for Leadership and Civic Education, Florida State University " Every college administrator responsible for coordinating student leadership programming should have this book. The Handbook for Student Leadership Development takes the guesswork out of leadership program design, content, and delivery." AINSLEY CARRY, vice president for student affairs, Auburn University " I recommend without hesitation the Handbook for Student Leadership Development to student affairs professionals who desire to enhance the leadership experiences for all their students as well as teachers who are seeking ways to bolster their students' classroom experiences." Dr. WILLIAM SMEDICK, director, Leadership Programs and Assessment, Office of the Dean of Student Life, and lecturer, Center for Leadership Education, Johns Hopkins University