Educational Psychology For Learning And Teaching 7e – Sue Duchesne

Variables of positive relationships, non-directivity, empathy, warmth, and encouragement of thinking and learning all showed above-average correlations (compared with more traditional approaches) with variables such as participation, critical thinking, satisfaction, mathematics achievement, self-esteem, verbal achievement and positive motivation. Limitations of Rogers’ educational ideas The main limitation of Rogers’ ideas is that he presented no guidelines to help teachers who lack the personal or professional skills needed to implement a non-directive program. There are also few suggestions for helping students who lack motivation and are underachieving, or for coping with disruptive behaviour – other than to provide unconditional positive regard for the individual despite their behaviour.

The focus is on the relationship, rather than specific behaviour or learning goals. These must come from the student themselves, but what does the teacher do in the meantime, particularly if the student’s behaviour is affecting others? In emphasising a student-centred approach in which the student directs the learning, there is minimal space for teachers’ instruction, although Rogers himself was arguably ‘explicitly instructing’ others in his techniques and approach. Rogers’ approach, particularly in relation to self-directed learning, has been critiqued for its individualist orientation, compared with social constructivist approaches such as Vygotsky’s that recognise interactions between people as being central to effective learning (Servant-Miklos & Noordegraaf-Eelens, 2019; see CHAPTERS 3 and 6 for more on Vygotskian approaches).

This also raises a question of how well it guides a teacher to bring together the desires and needs of a diverse group of students in a school or class. How might self-determination work within a cooperative classroom? What about a learning situation with a student with particular language or intellectual difficulties?

IMPLICATIONS FOR EDUCATORS 7.2 discusses some implications of applying Rogers’ ideas in the classroom. Applying Rogers’ ideas in the classroom The major impact of humanist psychology on educational practice has been felt through the work of Rogers (1969, 1983; Rogers & Freiberg, 1994) and his belief that positive human relationships provide children with a context within which they are free to grow.

He criticised the traditional approach to education, with its: prescribed curriculum, similar assignments for all students, lecturing as almost the only mode of instruction, standard tests by which all students are externally evaluated, and instructor-chosen grades as the measure of learning. Rogers, 1983, p. 21.

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ISBN 978-1 -925192-64-3 First published 2011 Revised 2018 Module opener images: Module 1, 2, 3 and 4: iStock.com/nadia_bormotova Module/Chapter opener background image: Pattern of slinky – iStock.com/Aleksandra Sokolovskaja © 2022 Cengage Learning Australia Pty Limited Copyright Notice This Work is copyright. No part of this Work may be reproduced, stored in a retrieval system, or transmitted in any form or by any means without prior written permission of the Publisher.

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Title: Educational Psychology for Learning and Teaching / Sue Duchesne, Anne McMaugh, Erin Mackenzie (author). Edition: 7th ISBN: 9780170449274 (paperback) Notes: Includes index. Other Creators/Contributors: Sue Duchesne, Anne McMaugh, Erin Mackenzie (author).

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