Facilitation as a Personality-Сentered Approach at the English Lessons at Secondary Schools

Abstract

The purpose of our research is: to show the role of facilitation at the educational
process at secondary school and to distinguish its main aspects; to underline the
principles of the influence of perception on the process of studying English by
schoolchildren.
Methods of the research. The following theoretical methods of the research
were used to solve the tasks formulated in the article: a categorical method,
structural and functional methods, the methods of the analysis, systematization,
modeling, generalization. 

The results of the research. In our research we mean facilitation as a
person-centered approach, expressed in a global trust of a person, postulating
the actual tendency to grow, to develop and to realize his / her individual
potential. It was shown that facilitation is a key concept of non-directive,
client-centered or person-centered psychotherapy developed by C. Rogers.
For understanding a sense of facilitative interaction the main principles of the
theory of C. Rogers are: faith in original, constructive and creative wisdom of a
man; the belief in the content of socio-personal nature means the actualization
of the constructive personal potential of the individual in the processes of
interpersonal communication; the main are the concepts of «necessary and
sufficient conditions» of the interpersonal communication, facilitating personal
development and providing constructive personal changes («unconditional
positive acceptance of another person», «active empathic listening», «congruent
self-expression in communication»); the idea of the natural stages of the course
of the group process that occurs in the indicated social and personal conditions,
and of its equally regular therapeutic results.
It was underlined that it was very important for our research to distinguish
between two types of learning (teaching): meaningless content and meaningful
sense. The doctrine of the first type is compulsory, impersonal, intellectualized,
evaluated from the outside, aimed at the assimilation of knowledge. The doctrine
of the second type, on the contrary, is free and self-initiated, personally involved,
affecting the whole personality, evaluated by the pupil himself/herself, with the
aim to provide the assimilation of meanings as elements of personal experience.
The main tasks of a teacher are stimulation and initiation (facilitation) of
meaningful learning.
Conclusions. It was determined that socio-genetic mechanism of culture
transmission was: to facilitate, to stimulate, to activate, to create favorable
conditions, to give changes and make influences, to support, to help, to care, etc.
Person’s aspects of facilitation are: beliefs in the original, constructive and creative
wisdom of man as a value. Formative influence of facilitation as a process is:
conviction in the socio-personal nature that actualizes the constructive personal
potential of the individual in the process of interpersonal communication. A
result of facilitation is: the concept of the necessary and sufficient conditions for
interpersonal communication, facilitating personal development and providing
constructive personal changes.
Procedural side of facilitation at the English lessons at secondary school
comprises the principles of synergy – cooperation, interaction, a dialogue; truth 

and openness; acceptance and truth; empathic understanding; skills formation.
The principles of facilitation in the process of interpersonal communication at
the English lessons are: the development of the individual educational route, to
provoke changes of pupils’ person through a series of bifurcations, stimulating
them to the process of creation, creating for this the conditions for interaction,
proposing various feedbacks between the subjects of learning (mutual survey –
dialogue, interview, group forms of communication and training, etc.); conclusions
according to individual and group contracts with pupils, organization of the
learning process in dyads, forming communication groups, creating conditions
for the formation of meaningful learning and personal development in general.