
From Student to Community Leader: A Guide for Autonomy-Supportive Leadership Development
Description
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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.
More details
Content
- Intro
- Praise for the book
- PART ONE: INTRODUCTION
- Who are we?
- Aims and objectives of this book
- What do we mean by autonomy-supportive leadership?
- Advising skills introduced in the chapters
- How to use this book
- PART TWO: THEORIES AND ACTIVITIES
- CHAPTER 1. About you
- Activity 1: Personal identity wheel and learner identity wheel
- Activity 2: Life story
- Theory into practice and example dialogue
- CHAPTER 2. Communities of practice
- Activity 1: Orientation self-study task
- Activity 2: Community charter
- Activity 3: CoP facilitation toolbox
- Activity 4: Your community's participation map
- Theory into practice, reflection, and example dialogue
- CHAPTER 3. Advising
- Activity 1: Self-study
- Activity 2: Advising & advice-giving
- Activity 3: Advising skill practice
- Theory into practice, reflection and example dialogue
- CHAPTER 4. Basic psychological needs
- Activity 1: Self-study
- Activity 2: Historic BPN review
- Activity 3: BPN barometer
- Theory into practice, reflection, and example dialogue
- CHAPTER 5. Leadership styles
- Activity 1: Self-study
- Activity 2: Wheel of leadership
- Activity 3: Inspiring leaders
- Theory into practice, reflection, and example dialogue
- CHAPTER 6. Reflective learning cycle
- Activity and theory into practice: Weekly autonomy-supportive challenge
- Reflection, and example dialogue
- PART THREE: IDEAS FOR CONNECTING STUDENT LEADERS
- Mock advising sessions
- Student-led events
- Student publications
- Conferences
- Final reflections
- REFERENCES
- APPENDICES
- Appendix 1. Post-chapter reflection questions
- Appendix 2. Guide to support students in planning an event
- Appendix 3. Example student checklist for making a poster
- Note
- Publication information
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