Being genuine with students has an important pedagogical function. Contained with a teacher’s real feelings of boredom, interest and surprise are some valuable cues for students to modify their behaviour and deepen their understanding.
As Carl Rogers explains:
“Perhaps the most basic of these essential attitudes is realness or genuineness. When the facilitator is a real person being what he is, entering into a relationship with the learner without presenting a front or facade, he is much more likely to be effective. This means that the feelings which he is experiencing are available to him, available to his awareness, that he is able to live these feelings, be them, and able to communicate them if appropriate. It means that he comes into a direct personal encounter with the learner, meeting him on a person-to-person basis. It means that he is being himself, not denying himself.
Seen from this point of view it is suggested that the teacher can be a real person in his relationship with his students. He can be enthusiastic, he can be bored, he can be interested in students, he can be angry, he can be sensitive and sympathetic.
Because he accepts these feelings as his own, he has no need to impose them on his students. He can like or dislike a student product without implying that it is objectively good or bad or that the student is good or bad. He is simply expressing a feeling for the product, a feeling that exists within himself. Thus, he is a person to his students, not a faceless embodiment of a curricular requirement, nor a sterile tube through which knowledge is passed from one generation to another” (p. 106) .