Nondirective Teaching The Learner at the Center

Based upon work of counselors –Therapy is a mode of learning –Positive human relations –Instruction based upon human relations in contrast to subject matter Teachers role is a facilitator –Help students explore ideas that pertain to their lives –Students and teachers work together in a partnership of learning –Builds long-term learning styles rather than short-term content objectives

Goals and Assumptions Teacher respects students ability to identify and find solution to problems Empathize with students to nurture and develop thoughts Both positive and negative feedback essential to development Focus on “we” instead of “you”

–Warmth and responsiveness to student as an individual –Teacher does not judge –Student is free to express feelings symbolically –Relationship is free from any type of pressure or intimidation Classroom Atmosphere

Growth Syndrome Four steps to a kind of growth syndrome Students will –Release feelings –Develop insight –Follow with action –Integration that leads to a new orientation

Taking the Lead Teacher directs and maintains the discussion Lead without taking away from students

Do’s and Don’ts of Nondirective Model Do’s Reflect, clarify, accept and demonstrate understanding Approve when genuine progress is made Don’ts Interpret, evaluate, offer advice Attempt to change the ideas or influence attitudes

Sequence of Nondirective Model Phase One: Define helping situation Phase Two: Explore the Problem Phase Three: Develop Insight Phase Four: Plan and Decision Making Phase Five: Integration

Applications Personal, social, academic problems Discussions about books in English Ag, FACS-problem solving, Careers class Science-Labs Math-Consumer math-Real Life situations

Summary Students centered teaching Teacher is facilitator Focus on student and not content centered Build long-term learners