"...becomes a real person in the relationship with his students. He can be enthusiastic about subjects he likes, and bored by topics he does not like. He can be angry, but he can also be sensitive or sympathetic. Because he accepts his feelings as his feelings, he has no need to impose them on his students, or to insist they feel the same way. He is a person, not a faceless embodiment of a curricular requirement, or a sterile pipe through which knowledge is passed from one generation to the next." (Rogers, 1961, On Becoming a Person, Constable and Robinson, London).I trust this is a case of better late than never when I say I hope that answers the question!
Monday, 16 April 2012
Being a real person with learners
A few months ago, I delivered a presentation about freedom and control in the classroom and was asked the question "what does it mean to be real in a teaching and learning context" (or something very close to that) - and I think I gave quite an unsatisfactory and surface answer, so that the question has been at the back of my mind ever since. So, I was really pleased to find this from Carl Rogers (and recognising the unintentional sexism of the late 1950s using 'he' and 'his' when talking in general about people) about the conditions for significant learning, which can be encouraged to the extent that the teacher/facilitator: