TEACHER TRAITS NECESSARY FOR LEARNING

       Carl Rogers (1994) described three teacher traits that are necessary for learning:

            1. Respect. Teachers respect each student, using what Rogers (1961) calls unconditional positive regard (UPR). Here, students are accepted for who they are, without conditions. Note that this is much different from accepting unacceptable behavior. This type of respect for students helps to promote their own self-respect and sense of self-efficacy, which in turn enhances learning.

            2. Empathetic understanding. Teachers strive to see things from the student’s point of view. They understand what it feels like to be excited, lost, confused, proud, frustrated, curious, anxious, confident, or bored. They also know what it feels like to have a teacher who cares for them, who is rooting for them to succeed, who believes that they are of worth and can accomplish things.

            3. Genuineness or congruence. Teachers teach from their authentic self. They are not playing a role or projecting what they believe a teacher should be. Rather, their teaching persona is in congruence with who they are. What and how they teach are in congruence with their principles. Genuine teachers do not have to rely on methods or techniques; instead, they can trust their own values and experiences to guide them. This is not to say that research-based strategies are not important; instead, genuine teachers teach children not programs, methods, or strategies.

            Once these three conditions are met, then learning can begin.

REFERENCES

Rogers, C.R. (1961). On becoming a person. Boston, MA: Houghton Mifflin Company.

Rogers, C.R. & Freiberg, H.J. (1994). Freedom to learn (3rd Ed). Columbus, OH: Merrill/Macmillan. 

Teacher professional development courses offered through Minnesota State University at Lake Superior College