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Games Teachers Play

"Alright boys and girls-it's time for our group meeting," the teacher said. The fifth- and sixth-grade children rearranged their seats into a circle. There was an air of excitement and enthusiasm. The teacher took her place in the circle and said, "Today we're going to be talking about the subject of divorce. I want you to think about this question before you answer. Do you feel that people should be allowed to get divorced?" The children pondered the question for a moment and then began to discuss the various aspects of divorce. As the discussion progressed, the teacher raised other related questions. "What happens to children when parents get divorced?" The discussion became very personal. "What decisions do children have to make when their parents are getting divorced?" One boy hesitantly raised his hand and said, "Well, my parents are getting divorced right now, and I have to decide whether I am going to live with my mom or dad." Tears began to well up in his eyes, and the group fell silent. The teacher, who had obviously not expected such a response, was at a loss for words. She mumbled something about these kinds of decisions being difficult to make, and then said, "Well, I think we've taken long enough on our group meeting today. Let's all return to our desks." This kind of incident, all too common in public school classrooms, is a good example of the kinds of games that teachers play with their students. The humanistic thrust in education has brought with it the use of what psychologists call "sensitivity training techniques." These harmless-appearing activities can, and do, have serious effects on children, both as individuals and in groups. Such devices are designed to deal with what educators label the "affective domain." They are concerned with the development of children's emotions-feelings, attitudes, and values-an area that even skilled psychologists admit is highly complex. Yet every day thousands of teachers, functioning as