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.

This book focuses on the impact of teachers’ leadership identity on their pedagogical and class management choices and proposes a new pedagogical framework, leaderful classroom practices which emerged through collective, concurrent, collaborative, and compassionate interactions between the teacher and students. The interdisciplinary aspect of the book appeals to a wide range of readers from different disciplines and gives readers the opportunity to take a moment and reflect on their leadership identity, recognize the limitations of their practices, and adopt a leaderful pedagogy in their respective disciplines. Establishing an open, democratic, and participatory learning environment for all learners is a major leadership responsibility of teachers, and this book demonstrates how to accomplish this mission both in theory and practice.

Children in today's world are inundated with information about who to be, what to do and how to live. But what if there was a way to teach children how to manage priorities, focus on goals and be a positive influence on the world around them? The Leader in Meis that programme. It's based on a hugely successful initiative carried out at the A.B. Combs Elementary School in North Carolina. To hear the parents of A. B Combs talk about the school is to be amazed. In 1999, the school debuted a programme that taught The 7 Habits of Highly Effective Peopleto a pilot group of students. The parents reported an incredible change in their children, who blossomed under the programme. By the end of the following year the average end-of-grade scores had leapt from 84 to 94. This book will launch the message onto a much larger platform. Stephen R. Covey takes the 7 Habits, that have already changed the lives of millions of people, and shows how children can use them as they develop. Those habits -- be proactive, begin with the end in mind, put first things first, think win-win, seek to understand and then to be understood, synergize, and sharpen the saw -- are critical skills to learn at a young age and bring incredible results, proving that it's never too early to teach someone how to live well.

For many years, the authors have been fellow travelers on the journey to help educators improve their schools. Their first coauthored book focuses on district leadership, principal leadership, and team leadership and addresses how individual teachers can be most effective in leading students—by learning with colleagues how to implement the most promising pedagogy in their classrooms

Through the application of self-determination theory (SDT) to research and practice, this book deepens our understanding of how autonomous language learning can be supported and understood within environments outside of the classroom. Theoretical, empirical and practice-focused chapters examine autonomy support in a range of contexts and settings, dealing with learning environments and open spaces, communities and relationships, and advising and self-access language learning. They reveal what occurs beyond the classroom, how socializing agents support autonomous motivation and wellness, and how SDT can enhance our understanding of supporting language learner autonomy. It will be of interest to language teachers, university lecturers and learning advisors who are providing support outside the classroom, as well as to graduate students and researchers who are working in the fields of applied linguistics and TESOL.

This book presents easy-to-use tasks in order to promote a learner-centered language classroom. The photocopiable tasks can be used by teachers of varying levels of experience with the purpose of putting the learners in the driving seat of their own learning. This book is designed to empower teachers with a toolkit of practical activities which can be generated, designed, and directed by the learner. The book serves as a practical guidebook for busy teachers in how to introduce materials-light, learner generated tasks, for promoting learner autonomy.

This volume builds upon emergent understandings about educational leadership and policy in hopes of continuing to refine our understanding of what effective leadership means in linguistically and culturally diverse school contexts. The volume seeks to entrench a deeper understanding of the broader leadership policies and practices that promote the success of linguistically and culturally diverse students, while also recognizing that effective leadership can be highly dependent on context. It offers original empirical research that enhances an understanding of the interdependencies between leadership, culture, language, and policy (i.e., the mechanisms that engender or hinder successful stewardship of linguistic and cultural plurality). The confluence of school leadership, linguistic diversity, and multiculturalism makes this volume unique, especially considering the pace at which global migration continues to accelerate, coupled with the need to accommodate an array of diverse learning needs in today’s schools.