The person-centered model of teaching focuses on the facilitation of learning, and is based on the work of Carl Rogers and other humanistic educators and psychologists. The model is based on giving students freedom to not only choose the methods of learning, but to engage in the discussion of the content as well. In practical terms, the person-centered model can be implemented within limits. Rogers believed, as do other psychologists, that making choices is an integral aspect of being a human being, and at the heart of learning. Secondly, Rogers advocated trusting the individual to make choices, and that it was the only way to help people understand the consequences of their choices.
There are several aspects of the person-centered model that appeal to the science teacher, namely, the role of the teacher in the learning process, and the creation of an learning environment conducive to inquiry learning.
The Teacher as A Facilitator. In order to implement a person-centered approach, the teacher must take on the role of a facilitator of student learning rather than a dispenser of knowledge or information. Three elements seem to characterize the teacher who assumes the role of learning facilitator: namely realness, acceptance, and empathy. In the person-centered model, the teacher to show realness must be genuine and willing to express feelings of all sorts---from anger and sadness to joy and exhilaration. In the person-centered model, the teacher acts as counselor, guide and coach, and in order to be effective must be real with his or her students.
Rogers also advocated and stressed the importance of accepting the other person---indeed prizing the person and acknowledging that they are trustworthy and can be held responsible for their behavior.
Finally, to Rogers at least, the most important element in this triad was empathy. Empathy is a form of understanding without judgement or evaluation. Empathy in the science classroom is especially important in developing positive attitudes, and helping students who have been turned off to science to begin to move toward it.
Naturally there is more than these three elements to being a learning facilitator. Technical aspects such as setting up a classroom environment conducive to learning, providing learning materials, and structuring lessons that encourage person-centered learning are involved as well.
The Person-Centered Environment and Inquiry. In the person-centered classroom, students are encouraged to ask questions, choose content, decide upon methods and resources, explore concepts and theories, and find out things on their own and in small teams. Clearly these are elements that foster inquiry. Teachers who truly implement inquiry will find themselves fostering the attitude advocated by person-centered educators. Here is a check list of elements that signal the existence of a person-centered environment:
In the person-centered classroom, students are encouraged to ask questions, choose content, decide upon methods and resources, explore concepts and theories, and find out things on their own and in small teams. Clearly these are elements that foster inquiry. Teachers who truly implement inquiry will find themselves fostering the attitude advocated by person-centered educators. Here is a check list of elements that signal the existence of a person-centered environment: