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Rogerian Theory

Rogerian Theory. EDUC 408 Manhattan College School of Education. An Interactive Adventure in Learning. Key Components. Based on the work of Thomas Gordon Interpreted by Carl Rogers Relationship-Listening face of Discipline All students are inherently good Teacher supports student

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Rogerian Theory

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  1. Rogerian Theory EDUC 408 Manhattan College School of Education An Interactive Adventure in Learning

  2. Key Components • Based on the work of Thomas Gordon • Interpreted by Carl Rogers • Relationship-Listening face of Discipline • All students are inherently good • Teacher supports student • Student solves his/her own problem

  3. Rogerians Believe: • All students are inherently good. • If a student acts “bad” it is because they have an inner conflict or are “flooded”. • Student solving their own problems will build self-image. • By using these techniques teachers are supporting students to grow in a secure environment as whole people.

  4. Rogerian’s Therapeutic Concepts • Relationship-Listening Face • Focuses on Self-Concept • Emotional Development

  5. The Teacher’s Role • Teacher is supposed to act as only a guide for the student when solving a problem. • They are there to support the student through emotional development. • They are the supportive, non-critical facilitator.

  6. Key Components • Who owns the problem? • T.B.C. using T.E.T. • Three Spheres of Relationships

  7. Who Owns the Problem?The Student • Behaviors indicate a conflict (internal or external) • i.e.- picked last for teams • Teacher should use: critical listening door openers active listening

  8. Who Owns the Problem?The Teacher • Students behavior has a direct impact on the teacher • i.e. student interrupts • Teacher should use: -”I” messages - critical listening - active listening - door openers

  9. Incorporating Teacher Effectiveness Training into the TBC • Looking on • Non directive statements • Directive Statements • Reinforcement

  10. Looking On • Critical Listening • Acknowledgement-type responses (gestures)

  11. Non-directive Statements • Active listening (mirroring feelings) • I- messages

  12. Questions • Door Openers ~ (are you angry about something?)

  13. Directive Statements • Influencing • *** these can be seen as road-blocks and are only used in dangerous situations

  14. Modeling • ‘No-lose’ problem solving • Six Steps to Problem Solving • Daily actions

  15. Reinforcement • Reinforcements, both positive and negative, are seen as a manipulation and misuse of power

  16. Physical Intervention/Isolation • Use of physical intervention such as removing a disruptive child from class is not dealt with within T.E.T. • The only time either should be used is when students are endangering themselves or others. • Using isolation or intervention to coerce students would be an extreme form of “roadblock” communication which would be rejected by T.E.T.

  17. The Three Spheres of Relationships

  18. The End(for now, see you next class)

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