Introduction Carl Rogers’ Person-Centered Approach Theory to human development states that development of an individual is based on a number of factors, top of which is the immediate environment. He argued that interpersonal skills are very important for a person to realize self-actualization. A person would want to be accepted in the society. Generally, people feel good when they are appreciated. Any appreciation to one’s good work will always be interpreted as an appreciation of self. It is also true that people do not appreciate rejection or any negative comments towards them. When their work is rebuked or rejected by other people, they tend to own the rejection, and consider themselves unworthy. Such feelings can have adverse effect on individuals’ life, especially if people around them constantly subject them to rebuke and a form of rejection. One may be withdrawn, and feel a strong sense of self of self-rejection. Children are the most affected group by this possible rejection from members of the society. It is at this stage that one experiences massive development towards maturity. It is also at this stage that one strives to be the ideal person in life if he or she becomes an adult. In fact, Merry (2002) says that at this young stage, the potential of an individual is limitless and can be used for greater success. During this tender age, one would define life path based on the factors within the environment. People around such an individual would play a major role in determining the path taken as one grows. It is important to note that at this early stage, people would want to be regarded positively by others, especially people who are in authority. This means that teachers play an important role in the development of a child. Ability of an individual to achieve self-actualization in life depends on the kind of childhood experiences one had. When a teacher constantly encourages a child by telling it how intelligent and hardworking it is, the child would want to put more effort, not to perform even better, but to receive more praises. Such a child would grow up with confidence, always believing that all can be achieved as long as enough effort is put. On the other hand, when a child realizes that it is rejected among peers and people in authority, it gets withdrawn, and this hinders its normal experience. Teachers have the capacity to help such children who feel rejected aware of their untapped potential, and their capacity to deliver better results than their peers. This research paper seeks to demonstrate this by focusing on the personal experience of the researcher at this stage, and supportive theories from Carl Rogers on human development. Description of the Incident When I was in the elementary school, I had a teacher by the name Ms. Nora. She was our grade 5 teacher. When we first attended her class, she told us that she would care for all of us, and that her love for us was equal on all her learners. However, this proved not to be the case as soon as she got to know individual students in the class. I was one of the students who drew her attention very quickly, but in a negative way. I would sit right next to her, in front of the class. I was generally untidy, with clothes that were worn-out. She noticed that I was withdrawn, and avoided mingling with other students freely. She quickly developed a negative attitude towards me. She was keen to know my name so that she could award me the worst grades even before c