Conclusion

In this course, we have explored some of the social and emotional foundations of teaching and learning (including the relationship between basic psychological needs satisfaction and motivation), the effects of external contingencies on autonomous motivation (including the difference performance and mastery and the benefits self-reinforcement), the internalization of extrinsic values and goals (including consideration for different types of motivation and the effects of various regulatory styles), and some evidence-based approaches to autonomy-supportive education (including Motivational Interviewing and cognitive coaching). With rich textual explanations, illustrations, and classroom examples, we have attempted to blend research-based theory and practice to support educators in developing their own social, emotional, and cultural lens. Cultivating this interpretive lens and the many concomitant interpersonal skills, however, takes time, practice, discussion, and reflection. We encourage educators to continue this learning process offline by establishing or strengthening their own professional learning communities. The more practice and feedback one receives, the greater one’s opportunity for learning and growth. 

By focusing on the relationship between wellness and long-term (well-rounded) success, we hope to disrupt (in small ways) the command-and-control culture currently found in many school settings by suggesting a more expansive and holistic definition of education. It is an approach that recognizes the realities of human personality and motivation (i.e., how individuals actually learn and master content). Importantly, this work ultimately seeks to affirm individuals’ authentic needs, values, interests, and goals so as to cultivate lives of meaning, purpose, and achievement.