NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ845604
Record Type: Journal
Publication Date: 2009
Pages: 10
Abstractor: As Provided
Reference Count: 33
ISBN: N/A
ISSN: ISSN-1477-8785
How K-12 Teachers Can Put Self-Determination Theory Principles into Practice
Reeve, Johnmarshall; Halusic, Marc
Theory and Research in Education, v7 n2 p145-154 2009
We discuss how K-12 teachers can put motivational principles from self-determination theory into practice. To explain the "how to" of autonomy-supportive teaching, we answer eight frequently asked questions from teachers: What is the goal of autonomy-supportive teaching? How is autonomy-supportive teaching unique? Does autonomy support mean permissiveness? How would I encourage students' initial engagement in learning activities? How could I help students maintain their engagement? What would I say/How might I talk? How would I solve motivational and behavioral problems? How do I know if I provided instruction in an autonomy-supportive way? To answer these questions, we recommend the following classroom practices: take the students' perspective, display patience to allow time for learning, nurture inner motivational resources, provide explanatory rationales, rely on noncontrolling language, and acknowledge and accept expressions of negative effect. (Contains 1 figure and 1 table.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A