Nondirective Teaching Model

Lesson Title: Unit Analysis Chart

Targeted Grade Level: 9th

Academic Subject: Science/Biology

Lesson Goals:

The learner will identify and solve problems through the nondirective
teaching model from their instructor so they can effectively show self-growth and
integrate positive actions. The Learner will examine and reflect on their academic
and/or personal actions in biology class to effectively set obtainable goals for the
future.

Lesson Objectives:

 Identify and problem solve for his or her learning or behavior problems or
challenges
 Develop effective and long-term self-growth actions
 Examine and reflect their personal and academic actions
 Integrate actions and set obtainable goals for the future based on their
problems

Materials/Resources Needed:

 Unit analysis chart (filled out by student prior to meeting)

 Set aside time to meet with student

Lesson Components:

Phase 1: Defining the Helping Situation

The teacher conducts individual meetings with students to discuss academics
and behavior at the end of each unit. This meeting is conducted after the unit test
and is a chance for students to identify areas of academic strengths/challenges,
reflect on the unit, examine their content understanding, reflect on personal
actions in class, and set obtainable goals to grow both personally and academically.

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The teacher has already begun creating an environment where students feel
comfortable sharing their feelings openly and built meaningful relationships from
the start of the year. The teacher has set the example of accepting students for who
they are and shows interest and listens when students express their thoughts.
From the start of the individual meetings, the teacher clearly expresses the
safe space the conversation takes place in and encourages freedom of expression,
including both positive and negative feelings. The teacher initially structures the
meetings around the unit analysis chart, but is able to redefine the meeting
structure by facilitating conversations based on the individual needs of each
student. Each student comes to the individual meetings with a completed unit
analysis chart. The chart is a reflection and self-examination of the following:
1) Unit content by individual TEKS
2) Areas of strength/challenges based on content and possible explanation for each
3) Academic and personal areas of growth
4) Classroom participation
5) Goals for the next unit
The unit analysis chart and teacher both ask nondirective questions to guide
students through this reflection such as:
“How do you feel about your unit test?”
“What areas did you feel the most/least confident in?”
“Why do you think this is?”
“What is your opinion on the previous unit content we learned?”
“Tell me more about the ways you participated in class.”

Phase 2: Exploring the Problem

Students are able to use their unit analysis chart as a guide to identify and
define the problem and challenges that are occurring academically and personally.
Students are encouraged to identify both positive and negative feelings and
express them during the meeting. Students identify feelings such as the following:
“I don’t say the answers out loud in class because I feel like if I get it wrong,
someone will laugh at me, so instead I say something silly or ‘I don’t know’.”
“My understanding of ___ was great, but I didn’t do as well on _____”
“I feel like I am doing really good in biology, but am struggling in math. I think it is
because (the teacher) doesn’t like me and thinks I am stupid.”
“I didn’t do good on the test. I think it is because I didn’t really like this unit and it
seemed boring, so I wasn’t as focused and didn’t do much of my homework.”
The teacher accepts and clarifies the student’s feelings in a genuine manner.
The teacher responds with simple acceptance, reflection of feelings, and
paraphrasing of what was said to clarify feelings expressed by the student.

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Phase 3: Developing Insight
The teacher accepted and clarified the student’s feelings and responds with
short statements allowing the student to continue the discussion and explore the
problem further. The teacher does not interpret, evaluate, or offer advice to the
student, but instead reflects and allows the student to explore the problem
discussed while developing new insight on their feelings at the same time. The
teacher may have to respond with more nondirective statements to encourage the
students to continue the discussion and think deeper on the problem. These are
questions such as,
“What do you think caused you to feel this way?”
“Why do you think that is?”
“What happened after that?”
“What do you think I could do to help you feel more _____?”
“What do you think we could do to ____”
Throughout this discussion, the teacher is supporting the student and their
feelings.

Phase 4: Planning and Decision Making

The student is able to move towards planning and decision making based on
the problem. The teacher clarifies alternatives with a respect for the student’s
decisions and ideas. The students are able to identify obtainable goals in which
they can be successful and identify as areas of growth in the next meetings.

Phase 5: Integration
From this conversation, the student has gained further insight and identified
more positive actions to take in respect to the problem discussed. The student is
able to plan and integrate the actions discussed to positive impact the problem.
The teacher remains supportive and continues to encourage the student as they
integrate their plans to actions. The student documents goals on their unit analysis
chart, the teacher makes a copy for their personal records, and the student keeps
their unit analysis chart in the science binder as a reference.

Action Outside the Interview

Outside of the meetings, the student is able to initiate positive actions. The
student has ultimately identified that he or she is responsible for the outcome and
their actions. The students have set obtainable goals for the future and a plan on
how to integrate actions to reach that goal. The student is able to use the unit

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analysis chart as a reference for goals and learning content that may not have been
mastered in tutorials and small groups.

Evaluation:

This is a consistent meeting that can be held with each individual student
rather than only due to a behavior problem (specific behavioral problems can use
the same nondirective teaching model as this lesson follows as well). The meeting
occurs at the end of each unit (about every 2-3 weeks) and the teacher can follow
up with more individual meetings between if the need arises.
The teacher has a copy of each student’s unit analysis chart and is able to
refer back to and remind students of the goals they have set. The teacher evaluates
student based on their expression of feelings and encourages students to open up.
This can take more than one meeting sometimes as students begin to identify a
positive relationship with their teacher if they have not already. The classroom
environment is safe for students to express their feelings and the teacher is able to
convey understanding and acceptance. The teacher’s goal is to reach out to
students and help them identify the problems, and integrate the actions needed to
solve these problems. The teacher facilitates the discussion, but the student initiates
the discussion. The teacher is able to assess the conversation as they are conducted
by listening more than speaking.

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