Supporting our learners’ need for relatedness
Based on Ryan and Deci’s Self-Determination Theory model, we will explore how we might support our learners’ basic psychological need for relatedness (a sense that one matters, that we are interconnected, that we are included and cared for) by intentionally co-constructing the optimal conditions for their wellbeing.
Relatedness-support practices are taken for granted and too often associated with personal teachers’ character (which cannot be changed), such as being a caring teacher. However, there are specific practices that all teachers, regardless of their character, can implement to support students’ sense of inclusion in the classroom. This session will alternate practical and theoretical perspectives, with authentic student voice recordings, and enable participants to examine where they are and want to be in regards to creating a safe social and emotional environment and including all learners so that students experience wellness and can engage in deep learning.
– understand the principles of invitational education, supported by valid research findings (peer-reviewed) and student’s voice
– inquire into subtle differences between supporting external and internal regulation (e.g. difference between praise and encouragement)
– refine their practice to ensure relatedness-support in their learning context
– be able to implement the 10 practices to support students’ relatedness in any context