One approach based upon the work of Carl Rogers is the nondirective teaching model. This model focuses on positive relationships which enable people to grow and because of this; instruction should be based on concepts of human relations rather than concepts of subject matter (Joyce, Weil, & Calhoun, 2009). The teacher’s role in the nondirective stance is one who guides student’s growth and development (p. 327). Furthermore, this model focuses on nurturing students rather than controlling the sequence of learning (p. 327). The nondirective approach has four qualities for its atmosphere. First, the teacher portrays warmth and responsiveness, showing genuine interest and accepting the students regardless of anything. Second, the teacher does not judge or moralize any of the students. Third, students are free to express their emotions and feelings – this does not mean they have control over the teacher and can act upon these emotions and feelings. Fourth, the teacher to student relationship is free from any type of pressure or coercion (p. 328).
I believe using these four approaches to produce a quality atmosphere can benefit each and every student. The classroom should not only feel safe and secure, but should foster the unique personalities and emotions of all students. In the nondirective approach, the teacher views every learning task as an opportunity to help the student grow as a person (p. 328). The nondirective model’s four qualities can help solve problems in personal, social, and academic situations. Each situation students would feel safe to not only express their feelings but to explore them as well. The overall theme of this model is that being a teacher is not implying a generic teacher to student relation, which is of an authoritative figure to help students learn academically. The social and emotional things students are exposed to are immense, where teachers now are becoming more and more of a counselor type role. Teachers need to address and help student’s personalities as well as their emotions.
Joyce, B., Weil, M., & Calhoun, E. (2009). Models of teaching. Boston, MA: Pearson Education.
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