Having choices allows children through young adults feel empowered that they have control or ownership over their own learning. This, in turn, helps them develop a sense of responsibility and self-motivation.
We collect evidences and make judgements on whether competence has been achieved before a new challenge. If students are not ready, then we take a step back to prepare for the challenge.
We connect with students thru actively listening and responding to them. Students with such relatedness are more likely to exhibit identified and integrated regulation for the arduous tasks involved in learning.
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We provide autonomy to instill ownership of student choices and allow them to take responsibility for their own growth.
Research has shown that motivation is related to whether or not students have opportunities to be autonomous and to make important academic choices. Having choices allows children through young adults feel empowered that they have control or ownership over their own learning.
We help students assess their competence with evidences from the experience of success and failure. Students receive feedback and optimize their strategies for challenges.
A strong goal commitment will emerge when expectations of success are high; when expectations of success are low, goal commitment will be weak.
We listen, accept and respect student belief, ideas and decisions. Students find belonging in a team that supports their decisions and goals.
… nearly all theories of human motivation and development incorporate some sort of innate process by which people seek to establish and maintain satisfying connections with other persons.