From Student to Community Leader: A Guide for Autonomy-Supportive Leadership Development by Satoko Watkins and Daniel Hooper [Download reading sample]
(Positive Pedagogical Praxis Series)
https://doi.org/10.47908/25
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Ebook stores: Apple books | Google Play | Kindle | Rakuten/Kobo
Print: Amazon
Libraries and subscriptions: Everand | Libby/Overdrive | Perlego | Proquest

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.
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.
Figure 1: The chain reaction of autonomy-supportive leadership training
Contents |
About the Authors |
Part 1: Introduction (download reading sample)
Part 2: Theories and Activities CHAPTER 1. About you
Part 3: Ideas for Connecting Student Leaders
|
![]() Satoko Watkins is a Principal Learning Advisor in the Self-Access Learning Centre at Kanda University of International Studies, Japan. Her research focuses on learner autonomy, advising, self-directed language learning, learning communities, and inclusive practice. She has developed several student-led prosocial learning communities and programs in her center.
![]() Daniel Hooper is a lecturer in the Department of English Education at Hakuoh University. His research interests include teacher and learner identity, reflective practice, and communities of practice. He is currently a PhD candidate at Nagoya University of Foreign Studies and his dissertation focuses on student-managed learning communities in self-access centers.
SupplementsFeel free to copy and use these worksheets for teaching and learning purposes
Chapter 1 Chapter 2 Chapter 3 Chapter 4 Chapter 5 Appendices |
Reviews
The book From Student to Community Leader: A Guide for Autonomy-Supportive Leadership Development by Satoko Watkins and Daniel Hooper is a jewel for self-access center (SAC) coordinators and advisors. As its title states, it aims to develop students’ leadership skills, especially for those with a role in SACs.
The volume comprises an Introduction, which sets the basis for the work it promises to offer. The personal explanatory text written by each of the two authors is a true lesson on the construction of knowledge. The introduction is followed by theories and activities drawn from many areas, such as growth, empowerment, and well-being. The way activities are planned contributes to mitigating power differences between stakeholders in the same environment. They focus on identity; communities of practice, in which peripheral agents are as important as the protagonists; advising; basic psychological needs; leadership styles, and the implementation of iterative reflective learning cycles. Finally, the third part brings ideas for connecting student leaders, in which readers can experiment with building confidence among a SAC team, for example. Diversity is the key to implementing activities that will suit a larger range of learners. The book also helps to select, develop content, organize teaching and learning situations, and analyze and evaluate materials and methodologies.
The book stands out for providing a model for leadership development based on sound and recent theories, which are presented to readers in a friendly manner. The authors suggest that instead of using the activities right from the book, users can adapt and select the ones more appropriate to their audience. The mantra present in each chapter is that reflection should be conducted after practice to develop new behaviors. The skills exercised in this book are not for language advisors or teachers or even for students alone. They are soft skills necessary to any career and preciously valued in the XXI century. In this sense, the volume points to an inevitable path of collective achievement; it is a route map to autonomy, understood not as an individual feature, like in the early 1980s, but as a socially based autonomy that leads to advancement, empowerment, and building of social networks. I would like to add that, as a side effect, practice done based on this book can turn into pertinent research, bringing new insights into this area.
Walkyria Magno e Silva, PhD
Federal University of Pará, Brazil
The volume comprises an Introduction, which sets the basis for the work it promises to offer. The personal explanatory text written by each of the two authors is a true lesson on the construction of knowledge. The introduction is followed by theories and activities drawn from many areas, such as growth, empowerment, and well-being. The way activities are planned contributes to mitigating power differences between stakeholders in the same environment. They focus on identity; communities of practice, in which peripheral agents are as important as the protagonists; advising; basic psychological needs; leadership styles, and the implementation of iterative reflective learning cycles. Finally, the third part brings ideas for connecting student leaders, in which readers can experiment with building confidence among a SAC team, for example. Diversity is the key to implementing activities that will suit a larger range of learners. The book also helps to select, develop content, organize teaching and learning situations, and analyze and evaluate materials and methodologies.
The book stands out for providing a model for leadership development based on sound and recent theories, which are presented to readers in a friendly manner. The authors suggest that instead of using the activities right from the book, users can adapt and select the ones more appropriate to their audience. The mantra present in each chapter is that reflection should be conducted after practice to develop new behaviors. The skills exercised in this book are not for language advisors or teachers or even for students alone. They are soft skills necessary to any career and preciously valued in the XXI century. In this sense, the volume points to an inevitable path of collective achievement; it is a route map to autonomy, understood not as an individual feature, like in the early 1980s, but as a socially based autonomy that leads to advancement, empowerment, and building of social networks. I would like to add that, as a side effect, practice done based on this book can turn into pertinent research, bringing new insights into this area.
Walkyria Magno e Silva, PhD
Federal University of Pará, Brazil
Publication details
Publication date: March, 2023
ISBN: 9798378771400 (print)
ISBN: 9798215971840 (ebook)
DOI: https://doi.org/10.47908/25
Print book, $19.99. 78 pages.
Ebook: $19.99.
Series: Positive Pedagogical Praxis edited by Tim Murphey
ISBN: 9798378771400 (print)
ISBN: 9798215971840 (ebook)
DOI: https://doi.org/10.47908/25
Print book, $19.99. 78 pages.
Ebook: $19.99.
Series: Positive Pedagogical Praxis edited by Tim Murphey