Interpersonal Skills for Teachers

CUHKJournal of

imary Education Vol. 4 No .2 pp . b7-71 .

Interpersonal Skills for Teachers in Hong Kong

WONG Siu-ping

Introduction

In order to get at any truth about myself, I must have contact with other person . The other is indispensable to my own existence, as well as to my knowledge about myself. Jean Paul Sartre To have contact with others we have to relate to each other . We all come alive through our willingness to relate, reach out, share our human spirit and realize the fruits of the interconnecting of the human spirit . Nelson-Jones (1991) suggests that the most constructive type of relationship is the quality that one can affirm and enhance each other . On the other hand, one may retard and devalue others in relating . The quality of the teacher-pupil relationship that is crucial to the enhancement of student's learning and development is highlighted by Burns (1982, 1992), Rogers (1983) and Aspy and Roebuck (1977) . In this respect, the personal characteristics of teachers in creating supportive interpersonal relationship with pupils are very

important and significant . This article is written in response to the growth of school guidance and counselling . It critically discusses the proposal that teachers and educators can be trained in interpersonal skills and argues that

framework of helpful exercises . A fundamental obstacle to this objective in Hong Kong is what Morris (1985) refers to as the predominant Chinese teaching attitude of "protecting face" at all times . When teachers publicly posture as always "knowing what is best", it is not easy for them to accept the view that they need to be approachable, willing to develop a close rapport with pupils, facilitate learning and organize a non-threatening learning atmosphere in the classroom . At a personal level, I have experienced the fear of risking to shift from a teacher role to that of a facilitator . Through reflection, review of literature and try out of interpersonal skills...