Teachers as Facilitators of Learning — A Rationale

Mager, Robert F. "On the Sequencing of Instructional Content ." Psychological Reports 9, Southern Universities Press , 1961.

The greatest need among teachers is that of self-knowledge and self-awareness. Teachers, like therapists, should be helped to know what it is that motivates, influences, and drives them—what their needs, tensions, and Achilles' heels are. Similarly, they need to be aware of what they are doing, why they are doing it, and how their behaviors affect their clients, the learners.

A verb used very caustically and legitimately by Harold E. Mitzel, The Pennsylvania State University, in his research and writing on the kind of teacher preparation that is passe.

Withall, John , et al. "Student-Teachers Concepts for Describing their Most Esteemed and Most Disliked Teachers." School of Education, University of Wisconsin, AERA Convention, 1962. Mimeographed.

"Mirrors for Behavior—An Anthology of Classroom Observations Systems." Editor, Anita Simon. Philadelphia: Research For Better Schools, 1968.

Trow, W.C. "Group Processes." Encyclopedia of Educational Research, Editor, C.W. Harris. New York: MacMillan, 1960, pp. 602-12.

Trow, W.C. "Role Functions of the Teacher in the Instructional Group." Yearbook of the National Society for the Study of Education. Editor, N.B. Henry. 1960, pp. 30-50.

Wispe, L.G. "Evaluating Section Teaching Methods in the Introductory Course." Journal of Educational Research 45 ( 1951): 161-86.

A film entitled: " Impact on Learners of Climate Created by the Teacher," Audio-Visual Services, The Pennsylvania State University, University Park, Pa. 1969, demonstrates some of the behaviors that represent acceptance as well as some that convey the opposite in a problem-solving, learning setting.

In an informal investigation at the University of Chicago a group of discussants blindfolded themselves. It was found that the rate of interaction, the extent of participation and progress towards a goal was greatly reduced by not being able to pick up any of the other cues of communication other than verbal. Facial expression, head movements and gestures seem to contribute much to the communication process.

Flanders, Ned A. "Teacher Influence, Pupil Attitudes and Achievements." Ann Arbor: University of Michigan, 1962, p. 161.

Bruner, Jerome S. Toward a Theory of Instruchon. Cambridge: Belknap Press of Harvard University Press , 1966 and New York: W.W. Norton, 1968.