The 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
Student solves his/her own problem
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
By using these techniques teachers are
supporting students to grow in a secure
environment as whole people.
Rogerian’s Therapeutic Concepts
 Relationship-Listening
 Focuses
on Self-Concept
 Emotional
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.
Key Components
Who owns the problem?
T.B.C. using T.E.T.
Three Spheres of Relationships
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
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
Incorporating Teacher Effectiveness
Training into the TBC
• Looking
• Non directive statements
• Directive Statements
• Reinforcement
Looking On
Critical Listening
Acknowledgement-type responses (gestures)
Non-directive Statements
Active listening
(mirroring feelings)
I- messages
Door Openers ~ (are you angry about
Directive Statements
*** these can be seen as road-blocks and are
only used in dangerous situations
‘No-lose’ problem solving
Six Steps to Problem Solving
Daily actions
Reinforcements, both positive and negative,
are seen as a manipulation and misuse of
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.
The Three Spheres of
One to one
One to group
One to all
A teacher interacts
with one student (knee
to knee).
A teacher interacts
with a small group of
four to eight students.
A teacher speaks to or
teaches the entire
group of students.
The End
(for now, see you next class)

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