link: attributes
TEACHER AS FACILITATOR: ATTITUDINAL QUALITIES OR 'ATTRIBUTES'
theme: The teacher of integrity projects a genuine concern for students and generates trust and affection. With these attributes the teacher is like a magnet with the powerful effect of stimulating students to learn.
"The facilitation of significant learning rests upon certain attitudinal qualities which exist in the personal relationship between the facilitator and the learner." (Carl Rogers. Freedom To Learn. 106)
traditional paradigm... knowledge as reason... conditions for growth promoting climate...
importance of teacher's personality...
personality congruence... unconditional positive regard... empathic understanding...
facilitative teacher... facilitative teacher as guide to resources...
implications for education and teacher training...
Teacher's role in the traditional paradigm as 'instruction' of finite knowledge The paradigm of traditional education is based on the assumption that 'knowledge' is finite and unchanging. Finite knowledge is regarded as an ingredient of education which the student must possess in order to control their future. The role of the teacher is perceived in terms of transferring and distributing finite knowledge as instruction. There is little regard for the human motives for personality growth and development i.e. 'human needs'. The inner life is ignored. Disregard for human needs is based on the basic mistrust of the 'human personality' or 'human nature'. Mistrust of human nature translates into the desire to guide, reward, punish and control it i.e. 'instruction'. Methods of instruction emphasise learning through repetition or 'rote' i.e. 'rote learning'. The job of instruction is allocated to those who are of higher status and who must supposedly be wiser.
Ignoring the inner life of personal growth ignores the brain's natural functioning and hampers development of rational thought as the basis for human knowledge i.e. 'reason'.
"Unfortunately in this era of malice and greed, teaching requires a moral courage that is tragically unfashionable and widely ridiculed." (Gatto p.77)
Knowledge as 'reason' Human reason is the basis for human knowledge. Knowledge through reason is elusive and ever-changing. It cannot be possessed. The acquisition of knowledge through reason depends on mature growth and development for 'self-fulfillment' or 'self-actualisation'. Self-actualisation is a function of acquisition of knowledge of one’s own nature, one’s 'self' i.e. 'self-knowledge'. Self-knowledge is knowledge of one's 'human nature' and the recognition and respect for one's intrinsic needs for developmental growth. Respect for human needs is the basis for education for personal growth and development i.e. 'person-centred education' or ‘holistic education’.
Holistic education depends on a growth-promoting climate which is determined by the attitudinal qualities or 'attributes' of the facilitative teacher.
Conditions for a growth-promoting climate The attributes include a positive self-concept or 'personality congruence', fundamental trusting of the person or 'unconditional positive regard' and an understanding of what it is like to be in the other person's position i.e. non-possessive caring or 'empathic understanding'. These teacher attributes are perceived by the learner on both conscious and subconscious levels of perception. They are important in the learning process because they activate the holistic functioning of the natural organ for learning or 'brain'. 'Brain-based learning' or 'real learning' takes place in an atmosphere of mutual respect, realistic perceptions, and freedom. Everyone is both learner and teacher. Not only does the teacher teach the students but students teach each other and they teach the teacher. Teaching becomes a community project in which learners are allowed to enjoy learning for its own sake in a context of creation. They discover what it means to be autonomous, spontaneous and creative as they gain in personal psychological maturity through their own hard work, frustration and perseverance in their efforts to reach their own goals. They learn the satisfaction of responsible freedom for their own powers of imagination and natural curiosity in the world around them. They learn the values of mutual respect, cooperation and friendship in that they contribute to safety and security and are important for reducing the threat which inhibits learning. In this learning context the teacher cares without being possessive, prizes the learner's feelings and thoughts and in this way gives rein to motivation which leads to behaviour which is productive and responsive to change ...'adaptive' i.e 'adaptability'. Human adaptability depends on development of 'intelligence' as a function of education of the human organism as a social organism.
The function of the teacher is to concentrate on creating a classroom climate which facilitates self-initiated learning or the 'freedom to learn'. As the freedom to learn, self-initiated learning depends not only on appropriate material conditions but also on appropriate teacher attitudes or 'attributes'.
The teachers personaliy is of paramount importance The teacher's personality is of paramount importance. An effective teacher establishes good rapport with the students in a person-centred setting... is genuine, sincere, sensitive and sympathetic, authentic, humble, patient and determined... shows the same interest in all students responding equally to their learning needs; treats them fairly and makes it clear what is expected of them; ensures the maximum learning conditions by nspiring confidence and encouraging active participation; judges them with accuracy, then makes correct assessments of their progress... motivating them by communicating enthusiasm.
Personality congruence... The most important teacher attribute is to be real about oneself... 'positive self-concept' - 'genuineness'... authenticity of the harmonious functioning of an individual's awareness and expression i.e. 'personality congruence'. The congruent person is authentic, conscious of their own feelings of anger, frustration, sympathy, enthusiasm.boredom,. sensitivity, they accept their feelings as their own and do not need to disguise their feelings and then impose them on others in the form of opinions and judgments. The congruent person is a vital person who discloses their feelings and convictions... and is able to share them openly with others. They are authentic about themselves in their relationships with others.; able to share feelings of anger and frustration as well as feelings of sweetness and light. An important attitude: having a basic trust, 'prizing' the learner, his feelings, his opinions, his person; caring without being possessive. "The facilitator's prizing or acceptance of the learner is an operational expression of his essential confidence and trust of the human organism."
The authenticity of the congruent personality enhances the authenticity of others.
To be effective "teaching methods must imply a profound trust in the human organism to develop his own potentiality" (Carl Rogers).
Unconditional positive regard The congruent person has an 'unconditional positive regard' towards others derived from a profound trust in the nature of the human organism i.e. 'human nature'. They regard each individual as essentially trustworthy and therefore capable of evaluating their own situation and making constructive efforts to develop their own potentiality. They respect the other person as a behaving and reactive organism with the potential for purposeful development. They regard the educational process as a means for the instinctive development of personality and individuality... including emotional, psychological and spiritual as well as intellectual maturation which results in development of 'moral consciousness' or 'conscience'.
Developed conscience is the source of self-determination, self-respect and self-discipline.
Empathic understanding The congruent person is an empathetic person who has a non-possessive caring for the other person's inner world and inner life i.e. empathy or 'empathic understanding'. Empathic understanding what's it is like to be in the other person's shoes.They are sensitive to the feelings of others and respond to their ideas and opinions, assist them in understanding their own world and their behaviour in it. They reduce the power which others have had in inculcating guilt and fear and they help others to increase their sense of personal power to control their own lives. As empathetic educator in the context of learning situations, they are aware of the learning process from the learner's point of view. They convey a genuine interest in the learner's intrinsic motives or intrinsic motivation for learning. They value each learner in terms of their own potentialities. They acknowledge the learner's feelings of fear for new problems as well as their feelings of satisfaction with each new achievement. The educator's basic trust in the capacity of the learner to develop their own potentiality enhances the desire to learn and the desire to work.
Positive teacher attitudes result in effective teaching and real learning whatever the teaching methods and whatever the learner's age or learning level. The responsibility of the educator is to facilitate the kind of learning which will empower the individual to live productively in a social context and then to free them as an intelligent being, able to utilise their talents in resolving life's problems.
With their confident view and profound trust the effective teacher functions as a facilitator of learning.
The facilitative teacher is realistic about learner capabilities and potentialities The facilitative teacher is a mature person with integrity as well as knowledge. They naturally command respect and admiration without imposing themselves or their knowledge and by expressing a personal understanding of their subject and its relationship to other areas of life experience.
In the role of facilitator of learning the facilitative teacher focuses on the creation of a climate which facilitates learning... is aware of the importance of the learner's recognition of their own achievement... takes into account the effect on motivation of previous learning experiences and builds on the foundations which have already been established... engages the students in active involvement, stimulates their natural interest and enhances their intrinsic motivation by pitching assigned tasks at the right level and setting standards which are realistic in terms of the students' capabilities and potentialities.... provides the necessary environmental conditions in a so-called 'progressive' educational setting.
Learners are confronted with meaningful and relevant real life problems and then allowed the freedom and responsibility to engage in self-initiated learning.
The facilitative teacher is a guide to resources As a facilitator the effective teacher is technically adept and knows how to select materials in relevant contexts and of interest to the students; knows how to adapt and supplement course materials and lessons with the right degree of challenge for effective motivation. The teacher is a resource and a guide to sources and knows how to provide resources and raw materials... a guide to channels and human resources which are relevant to learners' needs and knows how to organize opportunities and to instruct in the techniques of inquiry and rational thought. The teacher is a catalyst for promoting the reactions of growth through learning and teaches how knowledge can be sought in order to form and modify goals and ideas. The teacher represents the encounter between human capabilities and increasing knowledge. The degree to which the teacher is used is up to the student.
The natural starting point of education is the awakening and broadening of learner interest. This depends on the establishment of a learning environment which is characterised by the teacher's positive attitudes or 'attributes'.
Implications for education and teacher training... Art of teaching is inspiring children's interest with open-ended opportunities which allow for continuity of investigation and allow them to formulate their own questions. If their interests are captured at an early age, children learn to make accurate value judgements. They develop a caring and protective attitude toward their surroundings. They develop sensitivity to the forms and patterns of nature. The excitement and inspiration lasts a lifetime if captured early enough.
In addition to their knowledge and skill, teachers' personalities and social qualities are exceptionally important. In a Personal development involves liberation from all subtle conditioning in their own education which could have deformed their natural 'humanitarian impulse' thus enabling them to have the attributes of the facilitative teacher - 'personality congruence', 'unconditional positive regard' and 'empathic understanding'.
The training of teachers must include the development of their personal growth i.e. ‘personal development’. Education for personal development is 'holistic education'
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If it does not fit with the already existing prosters, then the information is challenged or abandoned unless there is access to further information through a process of questioning or research. Productive learning involves meaningful discussion and feedback between teacher and students;
References: Carl Rogers Freedom To Learn Columbus, Ohio: Charles Merrill Publishing Co.,1969
) 'Significant or 'experiential' learning: the whole person in both his feeling and cognitive aspects is in the learning event. (5) Learning of personal involvement is self-initiated, is pervasive, is evaluated by the learner and has meaning as its essence. "When is one free from tests or other types of institutional press?..... only when one submits oneself to them and rises above them." (41) "Changingness, a reliance on process rather than upon static knowledge, is the only thing that makes sense as a goal for education in the modern world."(104) The facilitation oflearning is the aim of education." (105) "The facilitation of significant learning rests upon certain attitudinal qualities which exist in the personal relationship between the facilitator and the learner."(106)