On intrinsically motivating students

In late FebruaryEdWeek’s Susan Sandler wrote about Personalization 3.0, or “a hybrid approach of humanity and technology…that uses technology to enhance teacher-student relationships, not replace them.”

Sandler references Theodore R. Sizer’s work (late founder of the Coalition of Essential Schools) who emphasized that, for students to succeed, they must be personally known at school and have strong relationships with the people there. But Sizer is not the only one who’s talked about the importance of quality learning relationships. In fact, learning theorists and pedagogists from Piaget to Vygotsky, Briggs-Myers to Lawrence, Dewey to Comer, Sousa, Willis, and Cushman. The list literally goes on and on.

Just like the product of a child’s IQ and EQ (IQ*EQ) has a significant impact on SAT scores and career trajectory, the product of a teacher’s EQ has a significant impact on his ability to positively impact two critical dimensions of educating our children: (1) whetting students’ appetites for learning and (2) learning how to effectively work together in teams.

Read the rest of the article that Jen Lilienstein, Kidzmet Founder wrote for EdTechDigest here.

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