Creating a Positive Classroom
In my early career as a counselor and psychotherapist, I was trained in the principles of Unconditional Positive Regard (UPR). It was a cornerstone of my work with clients, fostering trust and creating a safe space for growth. What I didn't realize then was just how powerfully these same principles could translate into the classroom, specifically the English language classroom. Now, as an educator, I see UPR as an essential element in guiding my teaching practice.
The beauty of UPR lies in its ability to create a learning environment where students feel safe to experiment with language. When students know they are valued and accepted regardless of their mistakes, they are far more likely to take risks and actively participate. This freedom from the fear of error is crucial for language acquisition. As Carl Rogers, a pioneer in humanistic psychology, stated, "The curious paradox is that when I accept myself just as I am, then I can change." (Rogers, 1961, p. 27). This rings true in the language learning context; when students feel accepted, they are more open to the learning process and personal growth.
Beyond creating a safe space, UPR also fuels student motivation. Feeling valued and respected makes students eager to engage with the material and participate in class. It builds confidence because regular, positive feedback encourages them to speak, try new things, and ultimately, supports their overall development. This is something I feel strongly about. My own negative experiences with language learning as a student have shaped my approach as a teacher. I am committed to ensuring that none of my students ever feel the same frustration and discouragement that I once did. My goal is to foster a love of language learning, one student at a time.
Best wishes,
Michael.
Reference
Rogers, C. R. (1961). On becoming a person: A therapist's view of psychotherapy. Houghton Mifflin.
The beauty of UPR lies in its ability to create a learning environment where students feel safe to experiment with language. When students know they are valued and accepted regardless of their mistakes, they are far more likely to take risks and actively participate. This freedom from the fear of error is crucial for language acquisition. As Carl Rogers, a pioneer in humanistic psychology, stated, "The curious paradox is that when I accept myself just as I am, then I can change." (Rogers, 1961, p. 27). This rings true in the language learning context; when students feel accepted, they are more open to the learning process and personal growth.
Beyond creating a safe space, UPR also fuels student motivation. Feeling valued and respected makes students eager to engage with the material and participate in class. It builds confidence because regular, positive feedback encourages them to speak, try new things, and ultimately, supports their overall development. This is something I feel strongly about. My own negative experiences with language learning as a student have shaped my approach as a teacher. I am committed to ensuring that none of my students ever feel the same frustration and discouragement that I once did. My goal is to foster a love of language learning, one student at a time.
Best wishes,
Michael.
Reference
Rogers, C. R. (1961). On becoming a person: A therapist's view of psychotherapy. Houghton Mifflin.
