Rogers (1983) said that he found out the "back-doorway" that beinghuman is necessary for effective, meaningful learning to take place.
Rogers (1983) advice and reasons for being human in the classroom:
1. "As a psychological counselor, dealing with students and othersin personal distress, I had found that talking to them, giving advice,explaining the facts, telling them what their behavior meant, did not help. Butlittle by little, I learned that if I trusted them more as essentially competenthuman beings, if I was truly myself with them, if I tried to understand them asthey felt and perceived themselves inside, then a constructive process wasinitiated. They began to develop clearer and deeper self-insights, they began tosee what they might do to resolve their distress, and they began to take actionsthat made them more independent and that solved some of their problems"(Rogers, 1983).
2. "Though at the time I had never thought of phrasing it that way, Ichanged from being a teacher and evaluator to being a facilitator. By no meansis it any easy change, but in the long run, little by little the concept ofexperiential learning and, more importantly, the freedom to learn is promoted"(Rogers, 1983).
In conclusion, Rogers perspective of humanism in the classroom encouragesparticipation on behalf of the students. As a result, students are motivated tolearn because they are active participants instead of passive listeners.