Effectiveness of Counselor Teaching Techniques in the Application of a Fundamental Principle of Learning

Abstract

The study tested the hypothesis that group‐centered teaching under the guidance of a counselor‐teacher (experimental group) was equally effective as “teacher‐centered” teaching under the direction of a noncounselor teacher (control group) in the application of a fundamental principle of learning, i.e., learning by and through concept formation and manipulation. The data were gathered by means of pre‐and post‐course essays written under unstructured conditions on the topic, “What Is Teaching and Learning?” Statistical analysis of the data revealed that: (a) both the experimental and the control groups achieved significant increases in terms of the acquisition and use of specified concepts; (b) there was no significant difference between the increase registered by the experimental group and the increase registered by the control group. The study finds that, in this case, group‐centered instruction under the guidance of a counselor teacher was equally effective as instruction under the direction of a non‐counselor teacher in the application of a fundamental principle of learning throughout a full quarter of instruction. Findings are discussed from the standpoint of improvement of teacher education in terms of the use of the counselor approach to teaching in order to achieve significant cognitive gains and from the standpoint of improving mental health in the classroom.

Developing the Counselor Teacher

“…is far removed from the traditional style, in which knowledge is impersonally channeled from scholar to student. toward the "counselor-teacher," who serves as a motivator, facilitator, discussant, sounding board, consultant, or as an academic counselor (Costantino & Asbury, 1969). Toward this end, the research and training techniques of Robert Carkhuff appear to be of direct, immediate, and positive value.…”

“…The teacher's energy and resources can be If teachers are to become "facilitators of learning," (Rogers, 1969) "indispensable human beings," (Skinner, 1958) or "counselorteachers,'' (Costantino & Asbury, 1969) instead of impersonal channels between scholars and students, structural factors such as teacher-student ratios and the availability of time must also be considered, because teachers often perform their services within constraints that make the achievement of empathy difficult.…”