A
supportive teaching style that allows for student autonomy can foster increased
student interest, enjoyment, engagement and performance. Supportive teacher behaviours
include listening, giving hints and encouragement, being responsive to student
questions and showing empathy for students. (Reeve and Hyungshim, 2006)
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Supportive
style
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Non supportive
style
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Listening
- carefully and fully attended to the student's speech, as evidenced by
verbal or nonverbal signals of active, contingent, and responsive information
processing.
Asking
what student wants - Such as "Which problem do you want to start
with?"
Allowing
students to work in their own way
Allowing
the students to talk
Using
explanatory statements as to why a particular course of action might be
useful, such as "How about we try the cube, because it is the easiest
one."
Using
praise as informational feedback, such as "Good job" and
"That's great."
Offering
encouragements to boost or sustain the student's engagement, such as
"Almost," "You're close," and "You can do it."
Offering
hints, such as "Laying the map on the table seems to work better than
holding it in your lap" and "It might be easier to work on the
bottom of the map first."
Being
responsive to student-generated questions, such as "Yes, you have a good
point" and "Yes, right, that was the second one."
Communicating
with empathic statements to acknowledge the student's perspective or
experience, such as "Yes, this one is
difficult" and "I know it's sort hard to tell."
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Talking
Holding
or monopolizing learning materials
Giving
the solutions or answers before the students had the opportunity to discover
the solution themselves.
Uttering
directives or commands, such as "Do it like this," "Start this
way," or "Use pencil."
Making
statements that the student should, must, has to, got to, or ought to do
something, such as "You should keep doing that" and "You ought
to . . ."
Asking
controlling questions, such as "Can you move it like I showed you?"
and "Why don't you go ahead and show me?"
Making
statements communicating a shortage of time, such as "We only have a few
minutes left."
Using
praise as contingent reward to show approval of the student or the student's
compliance with the teacher's directions, such as "You're smart" or
"You are really good at playing with blocks."
Criticizing
the student or the student's lack of compliance with the teacher's
directions, such as "No, no, no, you shouldn't do that."
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