Do you want to support your learners and be an effective teacher and role model to your students in the classroom?
Teachers often speak, act, and present content in a very controlling manner. They may believe that speaking in an assertive way will get the attention of the audience. However, good as their intentions may be, speaking in a controlling manner does not motivate and ensure lifelong sustained learning. I have experienced the results of controlled teaching as a learner and teacher.
Autonomy supportive teachers generally have an open mindset. They are open to learning with and for their students.
I find that involving the learner in the teaching and learning process and ensuring that learners of all ages have an autonomy-supportive environment is very important to learning.
These are some resources that you may find useful in your research on Learner Autonomy Supportive Teacher
Reeve J. (2016) Autonomy-Supportive Teaching: What It Is, How to Do It. In: Liu W., Wang J., Ryan R. (eds) Building Autonomous Learners. Springer, Singapore. https://doi.org/10.1007/978-981-287-630-0_7
Phithakmethakun, M., & Chinokul, S. (2020). Autonomy-Supportive English Language Instruction: An Experimental Study on Students’ Motivation in English Language Classrooms. LEARN Journal: Language Education and Acquisition Research Network, 13(1), 94-113. Available at https://files.eric.ed.gov/fulltext/EJ1242978.pdf
Wang, J. C. K., Ng, B. L., Liu, W. C., & Ryan, R. M. (2016). Can being autonomy-supportive in teaching improve students’ self-regulation and performance?. In Building autonomous learners (pp. 227-243). Springer, Singapore. Available at https://d1wqtxts1xzle7.cloudfront.net/46886851/Can_being_autonomy-supportive_in_teachin20160629-14040-1qodvjo.pdf?1467209139=&response-content-disposition=inline%3B+filename%3DCan_being_autonomy_supportive_in_teachin.pdf
Yu, R. (2020). On Fostering Learner Autonomy in Learning English. Theory and Practice in Language Studies, 10(11), 1414. https://doi.org/10.17507/tpls.1011.09