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Teachers and Students as Co-Learners

Toward a Mutual Value Theory

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Dengting Boyanton

Teaching is hard. Many teachers find it stressful. New teachers often lose their enthusiasm. The special education population is skyrocketing. Students are losing their motivation. What has gone wrong? How can we create powerful learning in students? Most importantly, how can we bring joy back to the classroom? Mutual value theory, as developed by Dengting Boyanton, asserts that to generate powerful learning, four essential values must be instilled in both students and teachers:
1. self-value – both students and teachers value themselves highly
2. perceived self-value—both consider themselves to be highly valued by others
3. other-value – both value each other highly
4. course-value – both value the course highly
Since 2007, the author has applied this theory to her classroom teaching and has received overwhelmingly positive feedback. Students describe her courses as motivating, engaging, enjoyable, respectful, and empowering. Based on both theory and personal teaching experiences, Teachers and Students as Co-Learners: Toward a Mutual Value Theory will help readers develop a deeper understanding of learning, re-ignite their enthusiasm, and, most importantly, create powerful teaching and learning in the classroom.
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Chapter 5. Self-value

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. 5 .

SELF-VALUE

Meaning of Self-value

Self-value is the first value that is critical in creating authenticity. Self-value refers to the individual’s own evaluation of the self as a person, such as judging whether one is a valuable person, has positive qualities or potentials, and is useful to others or the society. Applying this to the classroom setting, self-value means that a student sees himself as a good/competent student, or that a teacher sees himself as a good/competent teacher. In short, self-value is a person’s appraisal about self (e.g., “I think I am a good student.” “I think I am a good teacher.”)

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