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The Personal
Family of
Models
LEARNING OUTCOMES
By the end of this topic, you should be able to:
1."
2."
3."
4."
" INTRODUCTION
The personal family of models is based on the humanistic psychology that
focuses on the learner. This model allows learners to gain self-confidence and a
realistic sense of self by building empathetic reactions to others (Joyce, Weil &
Calhoun, 2009). It allows learners to have the authority in deciding what he or
she will learn and how to learn. Therefore, the teachers see the learners as
partners. According to Devi (2010), this model indicates that academic
achievement can be increased by tending the psyches of the learners.
The main goals of the personal family of models are to:
(a)
(b)
(c)
Help students recognise their emotions and become more aware of the way
emotions effect other aspects of their behaviour;
(d)
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(e)
(f)
(g)
157
In the following sections, you are going to learn a model introduced under the
personal family of models, which is the nondirective teaching model and aspects
pertaining to developing positive self-concepts.
ACTIVITY 9.1
What do you understand by the term non-directive?
9.1
This section will highlight the non-directive teaching model by focusing on the
ways a teacher could use this model to tap into students learning potential. The
role of a teacher is also clarified to distinguish the teaching and process with
other models of teaching.
9.1.1
Brad
: Okay.
Mr Orlando
Brad
: I am doing fine.
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Mr Orlando
Brad
Mr Orlando
Brad
Mr Orlando
Brad
Mr Orlando
Brad
Mr Orlando
Brad
Mr Orlando
Brad
Mr Orlando
Brad
Mr.Orlando
Brad
Mr Orlando
Brad
Mr Orlando
Based on the scenario above, you will notice that Mr Orlando did not provide
any solution for Brad. The whole interview focuses on Brad and Mr Orlando
merely playing the role of a facilitator. The teacher manages to keep Brads frame
of reference and allows Brad to express his feelings. Besides that, Mr Orlando
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159
also manages to make Brad realise the problems he is facing in class. As you can
see, Mr Orlandos role is that of a facilitator who has a counselling relationship
with his pupil. He constantly guides Brad to explore his problem and to explore
new ideas on how to solve the problem. This is evident when in the end, Brad
comes up with the solution to his problem by focusing on the teachers teaching
and saying something funny about the lesson instead. The relationship between
Mr Orlando and Brad are seen as partners in learning where the teacher is not
being biased or stating his preference in solving the problem. Both the teacher
and the pupil share ideas openly and communicate honestly with each other.
ACTIVITY 9.2
How can one create a partners in learning environment?
9.1.2
There are several characteristics of the non-directive teaching model. They are:
(a)"
The student is free to express feelings symbolically but is not free to control
the teacher or to carry impulses into actions; and
(d)" The relationship is free from any type of pressure or coercion. The teacher avoids
personal bias or reacting in a personally critical manner to the student.
9.1.3
Do you know the roles of the teacher in this model? According to Joyce et al.
(2009), the roles of teacher in this model are to do the following:
(a)"
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(e)"
Accept all feelings and thoughts even those that other students may be
afraid of or may view as wrong or perhaps even punishable. Recognition
of both positive and negative feelings are important for emotional
development and positive solutions;
(f)"
SELF-CHECK 9.1
What are the types of questions you can pose in order to build equal
partnership between teacher and student?
9.1.4
There are several phases in the non-directive teaching model. These phases are
important in building equal partnership between the teacher and the student.
Now, let us look at Scenario 2.
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Scenario 2:
Ss
Mr S
Ss
Mr S
: Oh, yes. You got an E for this paper. Why are you upset?
Ss
: I am not a stupid girl you know. Its just that I could not focus
during the test.
Mr S
Ss
: I could not get enough sleep. That is the reason I lost my focus.
Mr S
Ss
Mr S
Ss
Mr S
: What about your friends? Did you ask for their help?
Ss
Mr S
Ss
Mr S
: You will never know how they feel unless you try asking them.
Ss
Mr S
: How would you feel if I pair the students in your class so that you
will end up with someone to work on the next assignment?
Ss
Mr S
: Do you think you will be able to talk to your partner about the
assignment?
Ss
: I think I can work on that but promise me that you will not tell
anyone about my problem.
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The scenario above illustrates how Mr Singh helped one of his students to
uncover the emotions underlying a problem. This is achieved through the
students expression of his feelings. Mr Singh manages to allow the student to
direct the flow of thoughts and feelings. Joyce et al. (2009) claims that if the
students express themselves freely, the problems and their underlying emotions
will emerge. This process is facilitated by reflecting the students feelings thereby
bringing them into awareness and sharper focus.
There are five phases in the non-directive teaching model that one can follow.
These are shown in Table 9.1.
Table 9.1: Phases in the Non-directive Teaching Model
Phase
Process
Explanation
Developing insight
4
5
Planning
making
and
decision-
Integration
Phase 1
In this phase, the student is allowed the freedom to express herself/himself
freely. In the beginning, the teacher lays out the freedom for the student to
explore feelings, an agreement on the general focus of the interview, an
initial problem statement, some discussion of the relationship if it is ongoing, and the establishment of procedures for meeting. The teacher does
not make interpretation, evaluation or provide advice but he reflects,
clarifies, considers, explains and demonstrates understanding.
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(b)" Phase 2
In this phase, the teacher plays an important role in encouraging the
student to express either the negative or the positive feelings. The teacher
should probe further to explore the problem expressed by the student.
What is important is for the teacher to accept the responses provided by the
student.
(c)"
Phase 3
This phase allows the student to develop insights of the problem. This is
achieved through discussion of the problem and exploring the feelings of
the student. Here, the teacher further supports the student in developing
insights leading to creating innovative ideas.
(d)" Phase 4
This phase allows the student to move ahead and make decisions on how to
overcome the problem. Here, the teacher merely clarifies the alternatives
but the student makes the final decision.
(e)"
Phase 5
In phase 5, the student develops actions that are more positive and plans
more integrated and positive actions to solve the existing problem. Student
will be able to provide a solution and the teacher supports the decision.
9.1.5
(b)" Methods of teaching are based on students flexibility of learning and group
work;
(c)"
The role of the teacher is more of a facilitator, resource person, guide and
advisor;
(f)"
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9.1.6
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There are several advantages of the non-directive teaching model. Among them are:
(a)"
(d)" Teacher nurtures and moulds students to be the way they are; and
(e)"
9.2
9.2.1
(b)" Students are able to master skills and strategies as they develop skills in
learning how to learn; and
(c)"
Positive self-concepts highlight that all learners are capable of learning provided
they are given the opportunity and supported by the environment in school and
classroom. One of the factors leading to positive self-concept is states of growth.
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9.2.2
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States of Growth
States of growth refers to how the environment plays a role in satisfying learners
development. Now let us see how the environment provides opportunity for
educational growth.
Based on Joyces study, the environment plays an important role in developing
positive self-concepts. Active people are said to view the environment as a set of
possibilities for satisfying interaction. They are also seen as proactive. On the
other hand, less active people are less aware of the possibilities while the least
active people expend energy protecting them from what they see as a threatening
or unpleasant environment (Joyce et al., 2009).
The social climate of the workplace also plays an important role towards growth.
A positive social climate with active colleagues is said to promote greater
activity.
Developing positive self-concepts are important and vital in the teaching process.
Teachers should aim towards developing students self-concepts to enhance their
personal growth. Joyce et al. (2009) provided clear distinctions on the personality
types of learners. They are:
(a)"
Gourmet Omnivore
The first personality type refers to individuals who not only reach out for
opportunities in their environments but who generate or initiate those
opportunities for themselves and others. They are people who are active
and able to use the environment positively. They are aware of the
possibilities for growth, identify high-probability events and work hard at
squeezing them for their growth potential(Joyce et al., 2009). They are also
capable of initiating ideas, easily adapt and adopt to new form of learning
or changes taking place. They are also capable of balancing their personal
and professional lives. They bring ideas they gain in their personal lives
into the classroom. Students of this nature are active participants and
energetic learners. They will enrich the social environment of the classroom
with their passion and curiosity.
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of this nature will strive in environments that push them to explore and
interact with the surroundings.
(c)"
Reticent Consumer
This category involves learners who are reluctant to interact positively with
their cultural environment. They push away opportunities for growth and
are very reluctant people. They reject opportunities for involvement in
decision-making. Students of this nature are likely to withhold from
participating in classroom activities. They have a tendency to blame their
environment the rest of the school depresses them professionally; their
neighbourhood and home depress them personally (Joyce & Calhoun,
2010). Individuals with positive self-concepts are said to evaluate
themselves positively, and are likely to make favourable inferences about
themselves and be accepting of their identity (Judge, Erez and Bono, 1998).
These personalities help teachers to plan and execute a conducive learning
environment to cater to the needs of the different types of learners. Joyce et
al. (2009) strongly feel the need to build a learning community that can
benefit all the different types of personality.
The three personality types discussed above reveal that there will always be a
mix of behaviours in the classroom. How does this impact the teachers ability to
foster positive self-concepts in all students? Joyce et al. (2009) mentions that the
Omnivores are self-actualising, the Passive-Consumers feel competent but
dependent and the Reticent-Consumers feel that they live in a threatening world.
Thus, it would appear that the Omnivores are the only ones who will develop
positive self-concepts.
SELF-CHECK 9.2
Describe the three personality types mentioned by Joyce et al. (2009).
Have high expectations for all students and push all towards excellence;
(b)" Have model activity and openness and encourage students to reach out to
the world;
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(c)"
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Conceptual Development
Conceptual development refers to the ways one perceives and describes the
world around them using concepts. Look at the scenario below and
compare traveller A and traveller B who have recently visited a foreign
country together.
Traveller A
Jaimie : How was your trip? Did you enjoy yourself?
A
: You are not going to believe the type of people I met there.
Jaimie : What do you mean?
A
: It was horrible. The people were unfriendly, the streets
were dirty and the way they prepared their food was...
Traveller B
Jaimie : How was your trip? Did you enjoy yourself?
B
: I had a fantastic time over there. The view was beautiful
and the food was rather interesting. I even managed to
learn how to cook a few local dishes.
Traveller A did not enjoy his trip to the foreign country. He could not get
along with the foreign culture and found fault with it. On the other hand,
traveller B enjoyed himself and took the trouble to learn how to cook a few
local dishes. He had wonderful things to say about the country compared to
traveller A. Traveller A has a low conceptual level while traveller B has a
higher conceptual level.
Joyce et al. (2009) claim people characterised under the low conceptual level
are suspicious of the different environment and tend to find fault in it while
the new sights, sounds and smells fascinate those from the high conceptual
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level. They are open to new experiences and are capable of dealing with
those experiences, which will lead to their personal growth.
(b)" Self-concept
Self-concept is closely linked to Maslows theory of personal growth. He
believes that self-concepts are accompanied by self-actualising behaviour.
This refers to the capability of a person to interact productively with the
environment. Joyce et al. (2009) believes that strong self-concepts are linked
to self-actualising behaviour. Some of the characteristics of selfactualisers are:
(i)"
(ii)" Problem-centring
Self-actualised individuals are concerned with solving problems
outside of themselves, including helping others and finding solutions
to problems in the external world. These people are often motivated
by a sense of personal responsibility and ethics.
(iii)" Spontaneity
Self-actualised people are spontaneous in their internal thoughts and
outward behaviour. While they can conform to rules and social
expectations, they also tend to be open and unconventional.
(iv)" Autonomy and Solitude
Another characteristic of self-actualised people is the need for
independence and privacy. While they enjoy the company of others,
these individuals need time to focus on developing their own
individual potential.
(v)" Continued Freshness of Appreciation
Self-actualised people tend to view the world with a continual sense
of appreciation, wonder and awe. Even simple experiences continue
to be a source of inspiration and pleasure.
(vi)" Peak Experiences
Individuals who are self-actualised often have what Maslow termed
peak experiences, or moments of intense joy, wonder, awe and
ecstasy. After these experiences, people feel inspired, strengthened,
renewed or transformed.
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9.2.3
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SELF-CHECK 9.3
How can a teacher decide which method is the best choice for a given
topic?
9.3
CONCLUSION
The personal family of models allows learners to take charge of their own
learning. The activities catered for the learners are student centred. The
opportunity and ability to learn is very much dependent on the learning
community that provides the opportunity for learning to take place. This will
allow learners to be able to acquire a greater range of skills and strategies for
their own personal growth.
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Conceptual development
Empathic
Facilitator
Gourmet Omnivore
Non-directive teaching
Passive consumer
Personal growth
Reticent consumer
Self-concept
States of growth
Joyce, B., Weil, M., & Calhoun, E. (2009). Models of teaching. Boston, MA:
Pearson Education.
Judge, T. A., Erez, A., Bono, J. E. (1998). The power of being positive: The
relation between positive self-concept and job performance. Human
Performance, 11(2/3), 167-187.
Mujibul Hasan Siddiqui. (2013). Nondirective teaching model: An effective way
of counseling. Gra-Global Research Analysis, 2(4), 51-53.
Devi, K. R. (2010). Chapter 3: Theoretical constructions of models of teaching.
Retrieved
from
shodhganga.inflibnet.ac.in/bitstream/10603/418/8/
08_chapter3.pdf