Instructional Flexibility Training

One of the primary goals of teacher edu-cation is to enlarge the capacity of the teacher to control his teaching behavior. Hunt (6) has likened this to the training of therapists. He has pointed out that the goal of training for therapy is neither to produce persons who are always reflective (nondirective), nor to train persons always to counsel in a structured manner. The good therapist can be reflective when nondirection is appropriate and structured when direction is appropriate. He changes his professional behavior as his target shifts. So it is with teachers. A teacher who cannot help children discover principles for themselves is a cripple of sorts; for the discovery method, as far as we can specu-late, is uniquely useful for particular edu-cational purposes. On the other hand, a teacher who could employ only dialectical or discovery methods would be equally