Building Positive Relationships: Developing Entrepreneurship

I made another interesting Twitter find this week: the American Society for Innovation Design in Education, or ASIDE. The ASIDE blog has many ideas for innovation in the classroom. This week they have featured an article about teaching entrepreneurship, an idea that was brought up by the International Society for Technology in Education’s LinkedIn group. The ASIDE blog post for August 10th addresses the question of whether or not entrepreneurial skills should be taught in schools.

This question is important to building positive relationships because autonomy is one of the hallmarks of interest and motivation as it relates to being creative. Being an entrepreneur relies heavily on one’s ability to do things for oneself and being responsible enough to handle the freedom of being autonomous. Entrepreneurship requires all of the skills that we have been discussing, and is another strong argument for creativity in the classroom.

ASIDE blog – Entrepreneurship and Schools

 

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Self-Determination Theory

Okay, I am reading a new book. I am not going to say much about the book right now, as I plan on reviewing it very soon. However, I have learned a lot of very interesting information that I am going to share on the blog.

So I ran into the Self-Determination Theory during the reading of this book, and stopped reading to do a little more research into the theory itself. The theory is based on motivation and what motivates people to do things or to act a certain way. It focuses on intrinsic vs. extrinsic motivation, how environments influence motivation, what psychological needs are required for people to become motivated, and how goals play a part in motivation.

I have talked a lot about motivation on this blog, and how the way we interact with children affects how children are motivated to learn and behave. This book has been great because it has provided a lot more pieces of the puzzle of what motivates us into the mix. For example, the book states that feelings of autonomy within a lesson, putting a lesson in context, making a lesson personal for the students, and giving the students choices will help increase students’ intrinsic motivation to learn a lesson. And not only that, but students will approach the lesson with a desire to understand the material on a deeper level, rather than the surface-level understanding that is so common these days (think: memorization).

We all want to find ways to motivate the children in our class to learn. The implications of the Self-Determination Theory are many, and if we pay attention to what the theory is actually telling us, we may have a better shot at increasing the level of understanding happening in the classroom.

I will be writing much more about this in the very near future. For now, for more information on the theory itself, visit this website.