Thenondirective model of teaching is base its roots to the work carriedout by Carl Rogers (1961, 1971) (Siddiqui, 2013). In this model, theduty of the teacher is to be facilitators maintaining a counselingrelationship with students, thus enabling them understand theirvalues as well as the needs. From the findings, it is clear that,this model of learning enables student to improve theirproblem-solving skills, their personality among other benefits.
Inthis paper, there are major claims made by the author in regard tothe values entrenched by the nondirective model in teaching. Asindicated in the introduction part, in this model, the main duty ofthe teacher is to help the student to be able learn independently. There are major steps taken by the teacher in order to attain thesuccess of this model. First, as a classroom strategy, the teachersupports students to embrace free expression in regard to theirfeelings. Secondly, the student is given the opportunity to identifythe problem, where the teacher fully accepts the emotions displayedby their student (Siddiqui, 2013). As a classroom strategy, thethird phase is for the teacher to discuss the problem encountered,where the support of the teacher is paramount. The other strategy isfor the student to make decisions, which will be clarified by theteacher. The last strategy is where the student is supposed to becomeaware of their desired actions. It is worth noting that, in allthese steps, the support of the teacher is important, in order toattain the desired outcomes (Kohutek, n.d).
Thereare various ways in which nondirective model supports students’learning process. First, this model is crucial in promoting growth ina student, as the teacher role is to only facilitate as well as guidethe student. This way, the students are able to express theirfeelings and develop insights. Due to the fact that, responding toproblems facing the student is highly discouraged as it will hinderexpression of their feelings, students are thus able to carefullyevaluate an issue through insight. This way, the ability of thestudents to indentify as well as find solutions is highly improved,as positive and negative feedbacks are offered by the educators.
Asdiscussed above, the success of this method of learning is alsopromoted by following the five general steps such as expressing onesfeelings freely, planning and making decisions among others.Generally, all these factors highly support the student learningprocess as indicated in the model.
Thereare various theoretical underpinnings used by theorists in support to. For instance, Joyce, Weil, and Calhoun indicatethat, in this model, the teacher should indirectly communicate that,all feelings and thoughts are acceptable. This is more of apartnership as compared to the traditional teacher-studentrelationship where the teacher is always the judge. Similarly, Block,Korth, and Lefebvre, looks at this model from the angle ofnondirective supervision, where the teacher obtains full autonomy oftheir classrooms, and this is key in promoting effective labor force(Block, Korth, & Lefebrve, n.d.)
Ifully agree with the authors and theorists in regard to this approachof learning. For instance, in the school I teach, the principalhardly interpose his ideas or views, thus increasing teachers’motivation. Further, since the teacher focus more on the studentrather than, the content long term learners are developed. One ofthe major weaknesses of this model is its inability to developstrategies which can be employed in order to fully enable studentsexpress their feelings as this is a critical step. There is also theneed to ensure that, the content is developed as well.
Block,M., Korth, S., & Lefebrve M. (n.d.) Examininginstructional supervision.Available at https://www.msu.edu/user/lefebvr6/synthesis1.html
Kohutek,A. (n.d). TheEffects of Nondirective Academic Teaching.Available at
Siddiqui,M. (2013). NondirectiveTeaching Model: An Effective Way of Counseling.Available athttp://theglobaljournals.com/gra/file.php?val=April_2013_1366189344_56e88_20.pdf