|
Since
|
|
Therefore,
teachers
|
| Each
person knows himself better than anyone else can - and is one of a
kind. |
+
Individualize + Trust each student
+ Assist self understanding and empower communications + Value personal
histories |
| Each
studentās perceptions and expressions of feelings, ideas, and thoughts
give a better picture of self than a diagnosis or assessment. |
+
Provide powerful self assessment tools
+ Teach and model active listening
+ Facilitate healthy self evaluation |
| The
need for feeling in control of life, having choices and meeting needs
and desires is a strong undeniable inner force. |
+
Teach social skills + Assist students in understanding autonomy +
Develop clarity about self control, power and will |
| Meeting
personal needs is counter balanced by the need for approval and acceptance
of others. |
+
Engage in learning communities + Utilize systemic and ecological rather
than linear solutions + Use cooperative learning |
| Potential
belongs to each individual, who in turn has a right to believe in
the self and an obligation to move on inner drives and potentiate
self fulfillment. |
+
Prepare students to assume personal responsibility + Emphasize ownership
of self and learning + Give students increasing leadership opportunities
|
| Each
individual gives personal meaning to objects, ideas, events and that
meaning is critical to learning and self understanding. |
+
Teach tools for rational and logical thought + Honor personal insights
+ Listen to the visceral messages + Provide hands on learning |
| Each
person senses life as meaningful within the context of life experiences.
Relationship and intimacy is directly proportional to the affirmation
and credence accorded that self awareness and the ability to honor
the individualās views and feelings. |
+
Model and teach self affirmation + Value othersā perceptions of truth,
reality + Look to understand behavior in simplest context + Learn
and use ćbeingä statements + Affirm efforts + Evaluate in a manner
that is self competitive and mastery based |
| Teacher,
as authority figure, can enhance the well being and wholeness of a
student through affirmation and acceptance, and has the responsibility,
not the right, to help each person develop knowledge, understanding
and competence. |
+
See and honor growth + Refrain from using authority or power to be
punitive or in any fashion + Focus judgmental and evaluative stance
for doing rather than being + Show unconditional love for the being
of the student + Focus the value of learning for students |
| The
desire to grow, to become, to enhance self is present at all times.
|
+
Provide clear structure and expectations for work and interactions
|
| Those
who are suffering, who feel dejected, hopeless or defeated still have
an innate, though thwarted need and desire to grow. |
+
Build a personal relationship + Provide face saving in answer to defensiveness
+ Model warmth and teach self control techniques |
| Promoting
a sense of safety is the most crucial step in assisting others to
grow and learn, and this contributes the building and repairing .
|
+
Structure and safety potentiate building and developing + Remain committed
to recognize that people are good and strive for health, joy |
| Human
being have a need for community and hope to be valued by others. |
+
Teach community building, respect, and second person perspective +
Model them |
| Relationship
is a powerful catalyst for learning. |
+
Share excitement and appropriate insights + Personalize with stories
+ Exude trust |
's
for completion of this assignment.