[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-642227-105":59,"doc-detail-642227-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","creating-a-supportive-environment-summary-of-dimension-2","Creating a Supportive Environment - Summary of Dimension 2","","Great teachers create a supportive learning environment defined by trust and respect between teachers and students, and among students. Such environments motivate learners by combining support with challenge and a positive attitude toward learning. The text summarizes Dimension 2 through four elements: respectful interactions and sensitivity to individual needs, emotions, culture and beliefs; positive student-student relationships; fostering motivation via competence, autonomy and relatedness; and high expectations with high challenge and high trust, encouraging constructive attributions of success and failure.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/creating-a-supportive-environment-summary-of-dimension-2/642227/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/creating-a-supportive-environment-summary-of-dimension-2/642227.png","ImageObject",300,407,{"name":92,"@type":93},"Lucas Martin","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-09","2026-10-23",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What defines a supportive environment for learning?","Question",{"text":112,"@type":113},"A supportive environment is characterized by relationships of trust and respect between students and teachers, and among students. It motivates learners, supports and challenges them, and encourages a positive attitude toward learning.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What are the four elements of Dimension 2 in the text?",{"text":117,"@type":113},"Dimension 2 includes: promoting respectful and empathetic interactions with all students; creating a positive climate of student-student relationships; promoting motivation through competence, autonomy and relatedness; and establishing high expectations with high challenge and high trust.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the text explain motivation in education?",{"text":121,"@type":113},"Motivation refers to both the rationale for individuals’ behaviour and a research field on factors affecting student motivation. It draws on self-determination theory, distinguishing autonomous and controlled motivation based on how learners experience pressure or volition.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},642227,1792721655,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":24,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":129,"read_time":143,"preview_page_count":4},8796095360427,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","02  \nCreating a supportive environment  \nGreat teachers create a supportive environment for learning  \nA supportive environment is characterised by relationships of trust and respect  \nbetween students and teachers, and among students. It is one in which students are motivated, supported and challenged and have a positive attitude towards their learning.  \nGreat Teaching Toolkit Evidence Review | 22  \nSummary of Dimension 2  \nElements of Dimension 2  \n1  \n2.1 Promoting interactions and relationships with all students that are based on mutual respect, care, empathy and warmth; avoiding negative emotions in interactions with students; being sensitive to the individual needs, emotions, culture and beliefs of students  \n2.2 Promoting a positive climate of student-student relationships, characterised by respect, trust, cooperation and care  \n2.3 Promoting learner motivation through feelings of competence, autonomy and relatedness  \n2.4 Creating a climate of high expectations, with high challenge and high trust, so learners feel it is okay to have a go; encouraging learners to attribute their success or failure to things they can change  \nThe first element of this dimension concerns the quality of the relationships between teacher and students. Teachers should show respect and sensitivity towards the individual needs, emotions, culture and beliefs of their students That respect should also be reciprocated: teachers should behave in ways that promote student respect for the integrity and authority of the teacher. Teachers should convey care, empathy and warmth towards their students and avoid negative emotional behaviours, such as using sarcasm, shouting or humiliation. This element is multifaceted and complex, and it is arguable that the range of issues it covers justifies allocating more than one element to it. There are two particular aspects of teacher-student relationships that deserve specific attention: relationships with students with SEND (special educational needs and disabilities) and culturally relevant teaching.  \nThe requirement for respect and sensitivity towards students’ individual needs is amplified in both importance and difficulty when those needs are more diverse or extreme. Developing good relationships of trust and respect with students with special educational needs, neurodiversity or disabilities often requires specific knowledge and adaptation. Generic labels such as SEND or their subcategories cover a wide range of individual differences, and the processes by which they become attached to individual students – or may go undiagnosed – are also variable. Great teachers know their students well as individuals, are well informed about the nature and requirements of their students’ specific needs and have strategies to accommodate them.  \nAnother key part of this element is the need for teaching to be ‘culturally relevant’(Ladson-Billings, 1995): great teachers are aware of, respectful  \nGreat Teaching Toolkit Evidence Review | 23  \n2  \n3  \nMotivation:  \nIn everyday parlance, motivation simply refers to the rationale for an individual’s behaviour. Within education, it also refers to a whole field of research with a focus on the complex factors affecting student motivation. As this element demonstrates, there are multiple ways of classifying motivation.  \n4  \ntowards and responsive to the cultural identities of their students. This is particularly important when the students’ culture differs from, and has the potential to conflict with, that of the teacher or school. Teachers must ensure that good relationships and academic success are compatible with students honouring their cultural competences, values and identities.  \nThe second element views the classroom environment through studentstudent interactions and relationships. Classrooms where students respect and pay attention to each other’s thoughts, and feel safe to express their own thoughts, are more productive for learning. Where students cooperate with eac","cbCaib8eWqlMnO7y","https://ap.wps.com/l/cbCaib8eWqlMnO7y","pdf",273651,"English","# Summary of Dimension 2\n## Elements of Dimension 2\n## Teacher-student relationships and trust\n## Student-student relationships and classroom climate\n## Learner motivation and self-determination theory\n## Autonomous vs controlled motivation","[{\"question\":\"What defines a supportive environment for learning?\",\"answer\":\"A supportive environment is characterized by relationships of trust and respect between students and teachers, and among students. It motivates learners, supports and challenges them, and encourages a positive attitude toward learning.\"},{\"question\":\"What are the four elements of Dimension 2 in the text?\",\"answer\":\"Dimension 2 includes: promoting respectful and empathetic interactions with all students; creating a positive climate of student-student relationships; promoting motivation through competence, autonomy and relatedness; and establishing high expectations with high challenge and high trust.\"},{\"question\":\"How does the text explain motivation in education?\",\"answer\":\"Motivation refers to both the rationale for individuals’ behaviour and a research field on factors affecting student motivation. It draws on self-determination theory, distinguishing autonomous and controlled motivation based on how learners experience pressure or volition.\"}]","Creating a Supportive Environment - Summary of Dimension 2 | PDF",13]