On Becoming an Effective Teacher
Person-centered teaching, psychology, philosophy, and dialogues with Carl R. Rogers and Harold Lyon
Author: Harold Lyon, Reinhard Tausch and Carl Rogers
Carl Rogers has been named as one of the top six most influential psychologists of the twentieth century. His influence is similarly outstanding in the fields of education, counselling, psychotherapy, conflict resolution, and peace. A founder of humanistic psychology, he has impacted the world through his empathic presence, his rigorous research, and his authorship of numerous books that have sold millions of copies globally, including On Becoming a Person. On Becoming a Teacher is a new book that will present the final unpublished writings of Rogers and as such has a unique historical value. It will also present the research results of two series of highly relevant, related but independent studies summarizing what might be the most massive collection of data ever accumulated to test a person-centred theory in the field of education. This body of comprehensive research on effective teaching was accomplished by some of the authors and others over a twenty-year period in 42 States in the U.S. and seven other countries and is highly relevant to the concerns of teachers, psychologists, students, and parents. The book highlights the research in Germany by Reinhard Tausch which corroborated the findings of earlier work by Rogers, work also corroborated by the recent comprehensive work of John Hattie in his study of what leads to achievement, published in 2009: Visible Learning - A Synthesis of over 800 Meta Analyses Relating to Achievement (Routledge). The principal findings of the research in this book are that teachers and schools can significantly improve their effectiveness through programs focusing on facilitative interpersonal relationships. Teachers who either naturally have, or are trained to have empathy, genuineness (congruence), and who prize their students (positive regard) create an important level of trust in the classroom and they exert significant positive effects on student outcomes including achievement scores, interpersonal functioning, self-concept, and attendance. This low-cost intervention can create significant improvement in teachers. This book also has historical significance in that it presents hitherto unpublished work of Carl Rogers whose earlier books have created a large international following of educators, teachers and learners. The dialogues between Rogers and Lyon, who served for nine years as Director of Education for the Gifted and Talented in the U.S. government offer a unique and timeless perspective on teaching, counselling and learning. The work of Reinhard Tausch who with his late wife, Anna Marie, and his colleagues, extended their rigorous investigations on person-centered teaching to counselors, parents, athletics, and even textbook materials, as well as research on the interactions of teachers and students, is among the most thorough research ever accomplished on the significance and potential of a person-centered approach to teaching and learning.
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Summary
Carl Rogers has been named as one of the top six most influential psychologists of the twentieth century. His influence is similarly outstanding in the fields of education, counselling, psychotherapy, conflict resolution, and peace. A founder of humanistic psychology, he has impacted the world through his empathic presence, his rigorous research, and his authorship of numerous books that have sold millions of copies globally, including On Becoming a Person. On Becoming a Teacher is a new book that will present the final unpublished writings of Rogers and as such has a unique historical value. It will also present the research results of two series of highly relevant, related but independent studies summarizing what might be the most massive collection of data ever accumulated to test a person-centred theory in the field of education. This body of comprehensive research on effective teaching was accomplished by some of the authors and others over a twenty-year period in 42 States in the U.S. and seven other countries and is highly relevant to the concerns of teachers, psychologists, students, and parents. The book highlights the research in Germany by Reinhard Tausch which corroborated the findings of earlier work by Rogers, work also corroborated by the recent comprehensive work of John Hattie in his study of what leads to achievement, published in 2009: Visible Learning - A Synthesis of over 800 Meta Analyses Relating to Achievement (Routledge). The principal findings of the research in this book are that teachers and schools can significantly improve their effectiveness through programs focusing on facilitative interpersonal relationships. Teachers who either naturally have, or are trained to have empathy, genuineness (congruence), and who prize their students (positive regard) create an important level of trust in the classroom and they exert significant positive effects on student outcomes including achievement scores, interpersonal functioning, self-concept, and attendance. This low-cost intervention can create significant improvement in teachers. This book also has historical significance in that it presents hitherto unpublished work of Carl Rogers whose earlier books have created a large international following of educators, teachers and learners. The dialogues between Rogers and Lyon, who served for nine years as Director of Education for the Gifted and Talented in the U.S. government offer a unique and timeless perspective on teaching, counselling and learning. The work of Reinhard Tausch who with his late wife, Anna Marie, and his colleagues, extended their rigorous investigations on person-centered teaching to counselors, parents, athletics, and even textbook materials, as well as research on the interactions of teachers and students, is among the most thorough research ever accomplished on the significance and potential of a person-centered approach to teaching and learning.
Description
On Becoming an Effective Teacher describes exemplary practices like Teach For America, which highlight the power of person-centered teaching to bring about higher student achievement and emotional intelligence. Lyon situates the classic with the cutting-edge, integrating wisdom with research, anecdote with practical advice, to find truths that reveal paths toward effective teaching.
Jeffrey Cornelius-White, Psy.D., LPC, Professor of Counseling, Missouri State University, USA, Author of Learner Centered Instruction: Building Relationships for Student Success
This fascinating book reveals through current research and contemporary applications that Carl Rogers’ pioneering and radical approach to education is as relevant today as it was in the 1970s and ‘80s.
Brian Thorne, University of East Anglia, UK
Carl Rogers is one of the most influential psychologists of the twentieth century. His influence is similarly outstanding in the fields of education, counselling, psychotherapy, conflict resolution, and peace.
On Becoming an Effective Teacher presents the final unpublished writings of Rogers and as such has, not only unique historical value, but also a vital message for today’s educational crises, and can be read as a prescription against violence in our schools. It documents the research results of four highly relevant, related but independent studies which comprise the biggest collection of data ever accumulated to test a person-centred theory in the field of education. This body of comprehensive research on effective teaching was accomplished over a twenty-year period in 42 U.S. States and in six other countries including the UK, Germany, Brazil, Canada, Israel, and Mexico and is highly relevant to the concerns of teachers, psychologists, students, and parents.
The principal findings of the research in this book show that teachers and schools can significantly improve their effectiveness through programs focusing on facilitative interpersonal relationships. Teachers who either naturally have, or are trained to have empathy, genuineness (congruence), and who prize their students (positive regard) create an important level of trust in the classroom and exert significant positive effects on student outcomes including achievement scores, interpersonal functioning, self-concept, attendance, and violence.
The dialogues between Rogers and Lyon offer a unique and timeless perspective on teaching, counselling and learning. The work of Reinhard Tausch on person-centered teaching for counselors, parents, athletics, and even textbook materials, and the empathic interactions of teachers and students, is among the most thorough and rigorous research ever accomplished on the significance and potential of a person-centered approach to teaching and learning.
This pioneering textbook is highly relevant to educational psychologists and researchers, as well as those in undergraduate and graduate university courses in education, teacher training, counseling, psychology and educational psychology.
Critic Reviews
“'Finally we hear a genuine account of how Carl Rogers work on person-centered education has made and is continuing to make a difference in the lives of students, teachers, and others concerned with the plight of students in todaye(tm)s increasingly unhealthy school climates and cultures. His views on person-centered education are not only yielding empirically sound empirical results in the US and global school communities but they are inspiring the hope and creativity of students who for too long had no voice. This is a must read for all who care about the plight of todaye(tm)s children in our increasingly difficult world with few mentors and advocates.' - Barbara L. McCombs, Ph.D., Senior Research Scientist and Director, University of Denver”
"Finally we hear a genuine account of how Carl Rogers work on person-centered education has made and is continuing to make a difference in the lives of students, teachers, and others concerned with the plight of students in today’s increasingly unhealthy school climates and cultures. His views on person-centered education are not only yielding empirically sound empirical results in the US and global school communities but they are inspiring the hope and creativity of students who for too long had no voice. This is a must read for all who care about the plight of today’s children in our increasingly difficult world with few mentors and advocates." - Barbara L. McCombs, Ph.D., Senior Research Scientist and Director, University of Denver
"I finished this book, buzzing with ideas, enthusiasm and hope. Although mid- summer break I found myself wishing I could go in to school tomorrow and share these ideas. I will certainly be leaving a copy in the staff room... I hope the title doesn’t restrict the readership to teachers only. In my view it’s a great source of insight into a person-centred approach for all." - Ruth Moore, Person-Centred Quarterly
"This book may prove interesting to established lecturers wishing to reflect further on how they relate to their students. It could be very useful to those starting out on their lecturing careers. It may be particularly thought-provoking to those not already familiar with the person-centred approach as applied to education." - Tony Ward, Department of Health and Social Sciences, University of the West of England, Bristol, Psychology Learning and Teaching.
Finally we hear a genuine account of how Carl Rogers work on person-centered education has made and is continuing to make a difference in the lives of students, teachers, and others concerned with the plight of students in today’s increasingly unhealthy school climates and cultures. His views on person-centered education are not only yielding empirically sound empirical results in the US and global school communities but they are inspiring the hope and creativity of students who for too long had no voice. This is a must read for all who care about the plight of today’s children in our increasingly difficult world with few mentors and advocates.
Barbara L. McCombs, Ph.D., University of Denver, USA
This fascinating book reveals through current research and contemporary applications that Carl Rogers’ pioneering and radical approach to education is as relevant today as it was in the 1970s and ‘80s.
Brian Thorne, University of East Anglia, UK
About the Author
Harold C. Lyon, Jr. is a graduate of West Point, former US Director of Education for the Gifted, project offi cer for the development of Sesame Street, assistant to the president of Ohio University, has served on the faculties of Georgetown, Antioch, Dartmouth Medical School, Notre Dame College, Universities of Massachusetts, and Munich where he currently teaches physicians to be more effective teachers. He received the Gold Medal in the 32nd International Film & TV Festival of New York, a CINDY Award, and the Blue Ribbon in the American Film & Video Festival.
Reinhard Tausch is Professor Emeritus at the University of Hamburg and is the author of numerous popular books on psychology and teaching.
The Late Carl R. Rogers (1902–1987) has been called ‘the most infl uential psychologist in American history’. His infl uence in the fi elds of education, counseling, psychotherapy, confl ict resolution, and peace is similarly outstanding. The founder of humanistic psychology, he authored 16 books and more than 200 professional articles.
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