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1. - THE TEACHER THEN AND NOW

1.1. - WHO IS THE TEACHER? The role of the teacher has evolved tremendously over centuries. Traditionally teachers have been defined by the functions they carry out in the classroom: generally they are viewed as transmitters of information, implementers of curriculum, managers of order in the classroom, and advisors to students and parents. Dunne, R et al. (1994) referred to some of these rational classroom teaching practices in what he described as the nine-dimensions of teaching. According to the Oxford English Dictionary (2001), A teacher is a person who gives information (to a class or a pupil) so as to help to learn something. The question is posed, is this a complete enough definition to cover the question of who the teacher is? It does give us that basic foundation principle on which to build, but perhaps it would be wise to broaden that base to include that teaching is more than just the giving of information. Let us look briefly at what teaching previously entailed and make our way to where our teacher stands today. In the nineteenth century Caribbean, teaching was not considered to be a highly esteemed profession. According to Bacchus (1991) The two principal criteria used for recruiting teachers were their willingness to teach, provided they had, a little more knowledge than their pupils, and their moral standards. This meant they generally had to be of a pious and devout frame of mind (Bacchus 1991. p658) It is quite apparent that not much attention, energy and focus was paid to the field of teaching. We have now come a long way since then; the teacher has of late, taken on the added responsibility of surrogate parent, nurse and even confidante. The teacher is now regarded as a professional, being associated with status, responsibility and autonomy (Calvert et al 2001. p.3), whose responsibility according to Spakman (1991) is quite properly about producing a steady supply of well educated school leavers, (Spakman 1991. p94). The future of our society at large, is left solely in the hands of the teacher who is heavily pressured to

produce, for a competitive world, a competent, skilled workforce. (Spackman 1991). It is becoming more obvious the teacher not only has more influence than ever on the learning process, but that the teacher is now at the very centre of the classroom, and as well the entire educational society

1.2 CENTRALITY OF THE TEACHER The teacher in todays classroom is now viewed so one of the, if not, the most, important instrument of learning. In fact it is widely believed that the teacher is at the heart and soul of the classroom, since all processes in the classroom revolve around the teacher The role of the teacher has drastically changed from historical times to the present. The contemporary teacher in todays classroom is now given the centre stage of education; the centre of all focus. Hargreaves stated that What teachers think, believe and do, ultimately shapes the kind of learning young people get. (Hargreaves 1992, as quoted in Calvent 2000. pp). Without a doubt, educators can be viewed as the key to successful learning, or in the other extreme, the reason behind failure. In other words, the modern teacher is perceived as the most important instrument in the learning process. Fullen (1991) stated once that Teachers are central to the educational process. The same author later emphasized, Educational change depends on what teachers do and think, it is as simple and as complex as that (Fullen, 2001, p.115). In todays world it is accepted and understand that teachers hold a unique power in their hands. The actions of teachers can have both a direct and indirect impact on students ability to learn and as well on their behaviour as individuals. We are coming to believe that leaders (teachers) are those people who walk ahead, people who are genuinely committed to deep change in themselves, and in their organizations. They lead through developing new skills, capabilities and understanding (Senge 1996, p.45).

Subsequently, it is understood that tutors role is to propagate progression, vision and learning and this makes this honourable professionals be vital personnel in the attainment of educational objectives as Barrow indicated in his book xxxxx (Barrow et all 2001, p.671). Nowadays teachers carry out many major functions in the arena of education and learning, which are not directly associated with academics-only of teaching. The Organization for Economic Co-operation and Development (OECD) conducted a study in 1994, which focused on key classroom teaching qualities. The study concentrates on a small number of key dimensions of teaching based on collecting data from eleven (11) countries including the U.K., U.S.A., France, Japan and Australia. (Kyriacou 1997. p.78). It was identified that teachers are expected to have pedagogic skills including the acquisition of and ability to use a repertoire of teaching strategies, and substantial knowledge of curriculum areas and content; including the ability to be self-critical, The hallmark of teacher professionalism (Kyriacou 1997. p79). They need to have empathy and commitment and managerial competence (since teachers assume a wide range of managerial responsibilities within and outside of the classroom). They identified what are now valued as some of the primary functions of the teacher in the classroom and the qualities that they must possess. It can be amassed from this list that educators carry out a number of duties that are not directed solely to the teaching of subject matter. The teacher, who reprises the role of manager, now holds in his/her hand, the capacity to manipulate the minds and behaviour of impressionable students. It is understood by extension that since a teacher has to carry out such a colourful variety of roles, that in effect, it is the combination of their skills, as well as the actual person of the teacher that is the most significant factor in the didactic process. To heighten the understanding of this concept, let us look at the analogy of the sun, and the alignment of the planets around it. (Ref. Image no. 1) The sun, which rotates on its own axis, reflects the image of the facilitator- this rotation might be viewed as the teachers journey towards professional enlightenment and his/her ever evolving role which calls for the different aspects of the person of the teacher, and his/her skills to make an emergence at appropriate moments of the edification process. Students are like the planets, which all align themselves and revolve around the sun waiting for emissions of energy. Similarly, students behaviour and progression in learning revolve around the person of the teacher.

Students actions, reactions, and achievements depend upon those rays of knowledge emitted from their own central energy source. The reality is simply, whatever the teacher does, whether positive or negative impacts on the classroom and causes a series of reactions. It must be accepted largely that teachers are indeed central to the educative process and central to the classroom. The issue now arises, if the teacher is in essence the engine which makes all classroom processes run (ref. Image no. 2), what then are the key skills required of the teacher to ensure that a positive foundation and core indeed exists to create an ambience of learning?

1.3 VITAL TEACHING SKILLS The ideas discussed in this section will present a general overview of what several authors view as vital qualities in the facilitator who will provide a balanced and stable centre as a catalyst for affective learning. For the purpose of this research, at random, it was conducted a quick exercise in five of my classrooms. The classes collectively comprised of forty (40) students, between the ages of eleven (11) to seventeen (17). These classes were spread out throughout the east-west corridor of Trinidad & Tobago. The exercise had the students engage in drawing the very first image that entered their minds when they thought of the word teacher (Ref Image no. 3). The point of this task was to identify what underlying beliefs students have with regards to the person of the mentor. Perusing the images collected, Surprising to know was the fact that 90% of the students reflected images of an individual standing in the front of a classroom, near to a blackboard, with distance between the teacher and the students. In some cases the teacher had a book in hand or at their forefront. At any rate, the images projected always appeared to highlight two (1) principal factors, which are 1) that students relate teachers to the academic process, and that in their perspectives the teaching and learning processes are empirically structured around academics; and 2) the space and distance between teachers and their students and how impersonal this relation is. The question naggingly reared its head in my mind is - Is this the concept that we as educators purport on our charges / that the centre of the educational life is based on purely subject matter? In fact this question prompted me to do a bit

more research to find out what the underpinning beliefs of theories of education propose. What was noteworthy to find, was that many theories in instruction have essentially been built around academic content, instructional methods and educational techniques and skills. Examples of such can be identified in programmes such as; the Student Achievement Guarantee Programme (SAGE), in Wisconsin, which focuses on explicit teaching techniques and structured classroom management and the roles in which they play in raising the student achievement of children in poverty through means of a four point intervention scheme. (Clowes 2002, p1) Another example is highlighted in the use of the approved curriculum by the Ministry of Education of Trinidad & Tobago, which in my view, is an apparent link between educator and student. A general outline of the curriculum states that: all planned learning opportunities offered by the organisation to learners, and the experience learners encounter when the curriculum is implemented-(through) the syllabus, forms a part of the overall curriculum, and tends to be a reference of content areas which will be assessed. (Print 1993) The extent to which the curriculum is implemented depends on the fact that the syllabus is the official policy of the local Ministry of Education, and that in reality the apparent focus on achievement is academically based. Teaching is a complex, cognitive skill based on knowledge.(Day 1993) Barrow (2001) believes that teachers fundamentally develop skill and transmit knowledge (Barrow et al 2001. p671). These views tend to make one deliberate, is this picture of a pure and sound academic base, the essence of what makes a true and effective educator or what makes for affective learning?

Kyriacou (1998) in discussing positive instructional skills stated that: ..Teachers deemed to be effective display qualities such as: Establishing an orderly and attractive learning environment Concentrating on teaching and learning by maximizing learning time and maintaining academic emphasis

Delivering well-organised and well-structured lessons compiled with clarity of purpose. Conveying high expectations and providing intellectual change and monitoring progress and providing correct feedback. Establishing clear and fair discipline. (Kyriacou 1998)

These five points establish a good reference point by which to measure the standard of the good teacher. They determine that the good teacher is one who focuses on creating an atmosphere which is commensurate to learning, by emphasizing intellectual stimulation, maximizing on teaching time and concentrating on fair discipline. Thus far, it would appear that the model educator must possess skills founded on the basis of academic intellect, the acquirement of knowledge and discipline. Now, it would be irrational to assert that that student accomplishment in subject matter is inconsequential, however it does seems paradoxical that the major emphasis in education is directed toward teacher practices, subject matter and methods, with only a relative amount of attention being given to the attitudinal qualities and social abilities of the teacher. Young (year) indicates that:

The new sociology of educationstarts by reflecting that assumptions of any superiority of education or academic knowledge available to people as being in the world. There is no doubt that teachers practices are predicted on just the assumption of the superiority of academic knowledge and(it is that) that is being called into question. (Young (Year), quoted in Blackledge 1993, p. 294)

This is where, what I refer to, as the humanism in teaching, comes into play. This, though a very old topic of discourse, is newly breaking ground in the educational world today. A current example of this would be the Trinidad & Tobago Ministry of Educations recent policy which has recently been put into

place to address adolescent pregnancies in school in a form that is meaningful and relevant to their specific needs and situations (Connelly 2006. p.7). In a society such as ours, based on traditions, religious beliefs and moral values and a closed-minded culture, one where pregnancy outside of marriage is frowned upon, this movement can be viewed as a step towards a higher degree of humanism in our schools. This policy takes into consideration the person of the pupil and the human errors, which he/she might commit. Humanism in the teacher is now being given a respected place among the necessary expertise of the tutor. One might wonder why? - What does teaching have to do with socialization and humanism? - The answer lies in the fact that teaching must be expanded to encompass the total personalities and behaviours of teachers and students in constant interaction. There must be that critical element of humanism where the conditions of empathic understanding, respect and genuineness exist. Koile (1977) highlighted, teachers are among the pooerest of listeners. Though one might argue that programs are being introduced to develop humanistic skills, the point is that if humanism does not exist in the classroom, it is nearly impossible to create meaningful and experiential learning. As teachers, it is pivotal that we develop our humanistic skills in our human relations with our pupils. Yes we cannot argue that empirically based knowledge of subject matter is important, but it is not sufficient to make a good teacher (Ball et al 1990. p.447). If we, as educators, expect to increase the number of successful students we teach, then we must extend our energies and pedagogic skills to include the humanistic face of teaching. Perhaps not enough emphasis is being placed in this area , since it is perceived as having to do with emotion and feeling rather than analytical thinking-Whatever the interpretation, the truth of the matter is that if we as teachers expect to enable our students to realize his/her relatively limitless potential, then we must add to our endless list of essential skills, the faculty of humanism.

2. - HUMANISM IN TEACHING

2.1. - HUMANISM

The previous section gave a brief history of the teacher, the role of the teacher being at the centre of all educative processes in the classroom, and the skills required of an educator which makes for Excellent enlightenment. It was noted that many theories in education revolve for the most part, around an academic and disciplinary base, and that the role of the instructor has been defined throughout generations as such. The past decade has seen us embarking on newfound territory in education. One, where humanism is being given its rightful place, as a fundamental and essential skill required in pedagogic practice. This section will guide us into theories behind humanism, but before exploring into them, we must firstly discover what humanism entails and what some of its sub-components are. The word humanism brings with it numerous meanings. Humanism rational, according to the Dictionary of Education (1973), is a position in which appeal is made to the nature of man, rather than as a member of society, as the ultimate source of educational authority. A further breaking down of this definition can be interpreted as the use of attitudinal relationships as a primary means of facilitating human learning. Edwards Frederick (2006) gave a diverse list of different types of humanism. This paper shall focus on only two, the Philosophical Humanism and Modern Humanism. This author describes Philosophical Humanism as any outlook or way of life centred on human need and interest (Frederick 2006. p.1). On the other hand, Modern Humanism, also called Naturalistic Humanism, Scientific Humanism, Ethical Humanism and Democratic Humanism, as a naturalist philosophy that reflects all supernaturalism and relies primarily upon reason and science, democracy and human compassion. No matter where the definition is derived from, the basic concept that humanism takes into consideration is that elements such as social thought, civil liberties, human rights, democracy, solving social problems, sympathy, and by extension empathy and kindness towards are all essential to human development and further essential to educational progression. Humanism entails having genuine warmth, concern and respect for other individuals and it is some of these elements that can contribute to an atmosphere conducive to learning. One immediately wonders, what is the relation between

these factors of humanism and learning. The answer lies in the belief that a good relation with our students sets the stage for teaching and receptive learning.

2.2. - ASPECTS OF HUMANISM The focus on attitudinal relationships is now making its grand entrance into the educational arena. Many decades ago, it was indicated by Psychologist, Carl Rogers (1969), that the focus on attitudinal relationships was an endangered species in American Education. As the author pointed out one could listen to thousands of ordinary classroom interactions without coming across one instance of clearly communicated, sensitively accurate, empathic understanding (Rogers 1969. p.112). These attitudes to which he emphatically refers can be construed as the building blocks of Humanism in education (Ref image no. 4). Since then, we have witnessed a slow yet distinguishable change and headway with regards to the way we treat relationships and the social aspects of teaching. Educators globally are now becoming sensitised to the non-academic face of teaching. They are now trying to focus on aspects such as Empathic Understanding, Respect and Non-possessive Warmth and genuineness, since they now realize that their actions and these factors, impact and influence on student behaviour and learning. Let us analyse more closely, the characteristics, which are vital to the personal qualities of every good teacher: Empathic Understanding, Respect and Genuineness. EMPATHY: according to Carl Rogers (1975), is being able to appreciate what it feels like to be another persononce students feel that the teacher knows what it feels like to be them, they are on the teachers wavelength and are more likely to trust the teacher and to be influenced by the teacher. It is imperative that tutors demonstrate sensitivity and understanding of another individual from that persons point of view, so that one can see as closely as possible exactly what that person does. Rogers (1961) earlier definition perhaps expresses it as well as any:

an

accurate, empathic understanding of the (others) world as

seen from the inside. To sense the (others) world as seen from

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the inside. To sense the (others) private world as if it were your own, but without losing the as if quality - this is empathy. (Rogers 1961. p.284) The connection being thus, that in order to impart knowledge on a student, it is necessary that the facilitator know something about the student, from the students point of view.

RESPECT: is closely linked to a deep consideration and unconditional acceptance of an individuals feelings and rights. As Rogers (1975) put it ..it deals with being non-judgemental of the child and accepting his/her personality as it is (Rogers 1975, p.24). It also means not being condemnatory, critical, ridiculing or depreciating of the selfesteem and values of others. It signifies having a profound interest and concern for another person and his/her development. Respect is Letting students know you disapprove of their behaviour, but without devaluing the person (Lawrence 2004, p35). Intrinsically, the matter of being revered, by a significant other, in the person of the teacher, can be a powerful driving force in inviting positive self-respect, growth and development in students.

GENUINENESS: is the congruence or integration of the educator in their professional relationship with their charges. It means that within the relationship he (the teacher) is freely and deeply himself, with his actual experience, accurately re[presented by his awareness of himself. (Rogers 1957 p.99). The teacher is not thinking or feeling one thing and saying another. He or she is open, honest, sincere, without a faade and without playing some stereotypical role.

These characteristics; empathetic understanding, respect and genuineness are not new and are certainly not revolutionary. Yet their consistent application in interpersonal relations might well be a revolutionary concept in the classroom. If one considers the totality of these facilitative conditions, they all add up to a concept which has long been basic to good human relations. The Greek had a

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word for it, they called it Agape, St. Paul called it Love. This concept cannot be separated from our instructional styles and pedagogical skills (Ref. Image no. 5) The focus on these characteristics stresses the importance of teachers having possession of them, since a manifestation of them in the classroom can be viewed as necessary conditions for self-initiated, meaningful, experiential learning, which will enable a student to realize his/ her relatively limitless potentialities.

I see the facilitation of learning as the aim of education.. we know.. that the initiation of such learning rests not upon the teaching skills of the leader, not upon his scholarly knowledge of the field, not upon his curricular planning, not upon his use of audio-visual aids, not upon the programmed learning he utilizes, not upon his lectures, and presentations, not upon his abundance of books, though each of these might at one time or another be utilized as an important resource. No, the facilitation of learning rests upon certain attitudinal qualities, which exist in the personal relationship between facilitator and the learner. (Rogers 1969. pp. 105-106)

2.3. - INFLUENCE OF THE SOCIAL ON CLASSROOM PROCESSES Many perspectives have been retained when considering the social or nonacademic face of teaching. While pondering the effects of employing this pedagogic skill, one must firstly discover what the socialization process entails and the influences it suggests on education. Socialization, as the name indicates, is the process by which the norms; values, customs and traditions of society are passed down to other members of society (Holborne H. , 2006) http:/www.google.com\index\teacher-students\-The process of socialization brings about the result that teachers coaching impacts the learners personalities. The utilization of socialization as a teaching practise can make possible the attainment of a high level of school success, since it can create conditions for potentially high levels of learning.

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Learning Iis a complex social process in which knowledge is socially constructed in interaction with others (Morais et al 2004). The crux of the matter is therefore that education and learning are nearly inseparable. One tends to believe that it is the very person of the teacher who employs humanistic techniques which make a difference to the present experience that the student have both in and outside of the classroom, and in the future real world experiences. Building a bridge of positive relations could make the world of difference (Ref. Image no. 6), if the educator spends a little extra time and effort with their charges. t may not present itself an easy task and it certainly requires consistent commitment and a willingness to become intimate with students . (Stratton 1999 p.34), but building a bridge of trust and respect lights the pathway through which a communication of ideas to students can be opened up. This enhances the teachers ability to inform and hence educate. When a facilitator expends that extra bit of effort demonstrating through example that he/she cares, the facilitator not only becomes a powerful model, but exemplifies social relations for students, as well as contributes to their self-esteem, emotional development, and instigates a motivation for learning. It is only through the actions and interactions of the teacher and his students that the curriculum comes alive, and it is only the teacher who can change the curriculum from an inert piece of literature to a dynamic process-therefore, if the teacher does not utilize the socialization process to understand the needs of his/her students, no amount of pressure can animate the process (Philpot 2001, p.59) The following findings by Kyriacou (1998) and Danielson (Danielson 1996 pp.2235) demonstrates an in-depth view of the socialization process between educator and pupils. Kyriacou (Kyriacou 1998 p.8) in defining teaching skills highlighted several elements, which he believed crucial to the essence of educating, they included: Teacher-pupil relations (which) are based largely on mutual respect and rapport Feedback from the teacher (which) can contribute to confidence and self esteem

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Pupils (being) supported and encouraged to learn with high positive expections.. Conveyed.

He referred to a classroom climate which is relaxed, warm and supportive. He believed that learning is most likely to flourish in a climate where this relationship (student-teacher) is based on mutual respect and rapport (Kyriacou 1998 p.69). Danielson (1996) revealed a couple of years earlier, the discovery of her four domains of teaching. In them, the author highlights a need for a warm ambience of learning. She was confident that a teacher cannot demonstrate the highest level of skill in questioning and discussion techniques if students do not feel the classroom environment is safe for taking risks, one where their ideas will be respected. (Danielson 1996 pp.29-30). She also delved into the theory that teachers who excel consider their students as real people with interests, concerns and intellectual potential. In return the students regard them as concerned and caring adults and entrust the teachers with their futures. (Danielson 1996 p.31). Positive feedback generates positive interaction. As with any the process of socialization, and by extension humanism in the classroom, has a negative aspect attached to it. Yes, teachers are placed in classrooms to guide and steer students in the right direction and social wise. There are there to influence the learners communication skills, to influence their way of thinking and perceptions- one might go so far as to say that teachers help shape the person that students become. These teachers are indisputably in charge, but their students regard them as a special sort of friend , a protector, someone who will permit them no harm (Danielson 1996 p.31).. What then happens when the bond created between these parties are of a negative or poor nature? What occurs if the classroom ambience is a cold one, where students do not feel secure, one that does not lend itself to learning? The attention given to the development of Academic knowledge and instructional skills must not overlook the person of the teacher. It must be understood that there are special forms of isolation brought about by being a teacher. And that If society wants teachers who are capable of fostering self-actualization in students, then they must themselves, be self realised. If a teacher has his own problems or stress, perhaps he cannot generate a proper ambience for good education. Suggest that there is a positive relationship between teacher anxietyand student anxiety/behaviour. As Teachers, if we are

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stressed out, we stress out our students, who in turn behave differently (usually worse), which produces more stress for us (Coates 1976, quoted in Nagel 2003, p.3)

Negative stress can hamper conditions for prosperity and growth in education. Another important aspect of the nature of influence, earlier referred to as modelling, can also harbour negative repercussions, in terms of teachers perhaps crossing boundaries of professionalism, by becoming too relaxed or bringing too much of their personal lives into the classroom. The outcome of a teacher not setting clear limitations in their relations with students could be grave. Teachers do become connected to their students. This personal engagement and commitment involves risk for a teacher as the boundaries between the professional and personal become blurred. If they become blurred, perhaps trust and respect between the two parties become endangered, and the power of the teacher to encourage student achievement might no longer exist. Another negative issue might be that teachers get so involved with their students and their problems, that these problems affect the teacher to the point of nonperformance. A case in point, might be that of the primary school teacher of a sixyear-old student in Trinidad & Tobago, who was horrendously tortured and murdered. His teacher, having had a very close bond with him, was so understandably affected to the point that she could not continue working at the school where she taught him, since everything reminded her of him. She eventually asked to be transferred since she felt that she could not perform her teaching duties (Express Newspaper, August 18th 2006). Though an extreme case, it does demonstrate that at times it is difficult to disassociate from our students problems and this can have serious negative consequences. To Sum it all up, humanism and socialization are indeed vital ingredients of education. There are many positive influences emerging from their usage, however it must be conceded that these skills carry also a negative face, and the educator who is central to the classroom must be aware of this factor.

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3.- CONCLUSION

The attention given to the development of academic knowledge and instructional skills should not overlook the person who is to teach; the person who is at the core of the learning process, as well as the student, who is expected to learn. Society needs not only persons with cognitive abilities, who can read, write and calculate-according to (Rogers c.r ), -The three Rs- but also individuals who can relate to others-the fourth R- Interpersonal relationships. Teachers must be prepared to deal with this aspect of education as a critical factor that comes with the terroitory of teaching. Her are some practical suggestions: In Trinidad & Tobago, according to the Muster-(Multi-Site Teacher Education Research Project), sponsored by DFID (Aug 2000-revised Jan 2002-Centre for International Learning-University of Sussex Institute of Education-pp7)- Their reaserch showed that at primary levels, women represented 74% of teachers and that of this figure, 71 % of those were untrained educators. At Secondary level, only 51% of the teachers were professionally trained- Man had no tertiary or pedagogical training, and those sent to Teachers Training Colleges, spent less that (2/27 ), less that 1% of their time being trained in Humanistic skills via the subject areas of Psychology, Sociology and Social studies.(Muster-Jan 2002-pp 14-15Table of Electives)-What I would offer as a a strong suggestion would be to have our local Education Ministry together with our Teachers Training Colleges direct more attention to teaching our teachers. This essay deals with the condition s for development of self actualising students via their core of the centralised teacher, If our society expects to have facilitators who are capable of propagating selfactua, then they must be as well self-actualized. Teacher professionalism cannot flourish in a void Helsby(1999:150-166 Changing Teachers Work, Buckingham:OUP) They can become so trained , by experiencing the conditions which are necessary to facilitate the experience of self-raelization. The manner in which thess conditions operate is complex., but one important aspectof the nature of the influenceis what is called modelling. One can become like those with whom one associates or engages in close interpersonal relationships. Teachers are models for their students-In Trinidad & Tobago, we now need teacher educators who are models for their student teachers.

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2.Establish an internal Frame of Reference Establishing an internal frame of reference is essential in becoming a balanced and stable centre for education. Traditional teaching education programmes have focused on objective observation: to report what is noted without personal bias or distortion. This emphasis on objectivity has often blinded teachers to the feelings, attitudes, perceptions, goals and purposes of the pupil: to see things from the students side of the classroom. Teacher training should offer practise in taking the internal frame of reference in interaction with individuals, into consideration. This training can begin with learning to recognize the existence of various levels of conditions of empathy, respect and genuineness. Examples of such can emerge from ; role playing, or seminars in which students can discuss their observations, beliefs,, experiences, philosophy and attitudes towards themselves and others in the classroom, can prove itself a valuable aspect of laboratory experience in developing these conditions. This, and actual supervised laboratory experiences, offer opportunities for the student to engage in self-exploration with regards to his/her personal beliefs and attitudes, , which leads to better selfunderstanding and the possibility of positive change in ones elf concept, and a betterment of the edifying process. It is my humble opinion that more research should be done in questioning the influence of humanism in the Cari.bbean classroom. The Caribbean region has now begun to embark on its journey towards humanistic teaching- Perhaps a fullscale research study on the impacts of the non-academic face of teaching will prove to be worthwhile , giving wayu to improved teaching styles and techniques in the classroom.

ConclusionThis paper has dealt with the concept and history of who the teacher is. It has demonstrated that teachers are central to the classroom, and that their skills pave the way for positive enlightenment of our pupils. It has recognoised that fact that a lot of our teaching methods have been constructed aroundacademic or instructional skills, and that one of the abilities that our new generation of teachers, needs to focus more attention on, is that of the humanistic aspect of teaching This paper also adequately recognises, that the social influence of the teacher, can can connote both positive and negative impacts on the development of our charges. Yet it would appear that the positive impacts, outweigh the negative ones, and makes a good case for maintaining

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humanism and social skills, as a vital pedagogical skill. In this essay , a few suggestions have been offered for the preparation of humanistic tutors: 3. 1.Teaching of teachers 2. creating an internal frame of reference and Caribbean classroom. While these suggestions are not inclusive of all experiences teaching centre needs, they do focus largely on the heart of teaching that ias teaching with the heart. As Popelewitz, 1998) rightly stated The moral responsibility of schooling is to govern the soul, feelings and sensitivities that generate action. Let us as teachers, now recognise our importance as the key to teaching and let us now prepare ourselves to renew our commitment towards the learning process (Calvert 2001. p4)-Managing people-The centrality of the teacher)

analysing and researching more profoundly the impact of the social in the

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