A Fine Balance: Instructor Self-Disclosure in the Classroom

ABSTRACT

This paper explores the issue of the instructor's self-disclosure within a classroom. Theoretically, the paper offers a broad relational framework from which we discuss dynamics regarding the instructor's inevitable use of self-disclosure and its impact on the student-instructor relationship and the learning process. Further, we survey the literature from the clinical and supervisory domains for relevant ideas. We recommend that instructors judiciously and reflectively self-disclose in the classroom. Conscious awareness of the dynamics of self-disclosure helps to monitor the effectiveness of this activity. A fine balance between thoughtful restraint and genuine openness helps to facilitate this goal.

KEYWORDS:

• Self-disclosure
• instructor-student relationships
• teaching social work