The Role of the Teacher: Teachers Roles

There are lots of different types of reading and listening activities. Of course, for these various types of activities the teachers behaviour will be different. For
example in presentation, the teacher was in firm control. Then we can say that the role of the teacher changes depending on the function he performs in different
activities.
A. The
Teacher
as
Controller
When the teacher is in complete charge of class activities he acts as controller. The teacher controls what the students do, what they speak and when they speak.
Naturally in presenting new material e.g a grammatical pattern, new vocabulary, a pronunciation item, the teacher plays this role. In communicative activities
teacher as controller will be inappropriate. If the teacher rigidly controls all languge to be used by the students, they cant have the opportunity to learn the
language properly. Audio Lingual Method have been severely criticized; for this reason because the teacher play this role too much and too often. The teacher as
controller is useful during an accurate reproduction activities. Teachers should keep the students alert.
Advantages
1. The
teacher
constitutes
2. The
class
3. Using the class time economically and efficiently

a
activities

good language
will

model for
be

the

students
well-organized

Disadvantages
1. If the teacher plays this role too much the students will not have the opportunity to speak, use the language independently and creatively. If the teacher uses this
role
excessively
there
will
be
too
much
teaching
but
too
little
learning.
2. Boredom will result because of too much practice besides too little opportunity for the creative use of language. In creative activities the teacher should stop
playing this role.
B. The
Teacher
as
Assessor
To evaluate the students performance to show the students their success or shortcomings. The aim is to show the students how well they are performing or they
have performed. During the presentation stage the teacher should and can correct the errors in order to show the students what has gone wrong and he should help
the students put it right with choral repetition of the correct form and repetition after the teacher. In this role as assessor the teacher provides feedback(the
knowledge) that the students have in order to see the extent of his success or shortcoming in his performance.
Individual repetition takes too much time to see how each individual pronounce, to hear the individual performance. To keep the students on their tip toes; in
communicative activities the correction should be on the content. In communicative activities the teacher may correct but this correction should be gentle
correction. Here the teacher does not insist that the correct form should be repeated chorally, individually or in groups.
Feedback: The knowledge needed by the student as to the extent of his success or shortcomings. Two types of feedback:
1. Form Feedback: it centers on accurate use of language, relates to the grammatical pronunciation, accuracy, the word choice etc. Not that important after
communicative activities, some form feedback can be provided. It should be provided in reproduction and presentation stage.
2. Content Feedback: relates to the content of the activity. Content feedback should weigh heavier than form feedback.
C. The
Teacher
as
The teacher should tell the students what the activity is. The organization of an activity takes
a. Lead-in:
Introduction
to
the
b. Instructions:
The
teacher
should
provide
clear
c. Initiation
of
the
activity:
The
teacher
initiates
the
activity,
he
sees
that
the
d. Organizing feedback: After the acitivity is over, the teacher provides feedback. In providing the correct forms use gentle correction.

place

in

acitvity

Organizer
phases:
activity.
instructions.
continues.

D. The
Teacher
as
Participant
The teacher participates in pair-work and group work activities as a peer in the group. The teacher should be careful not to be dominant in the activity. If the
teacher is not dominant the students will have the opportunity to speak with someone English well.
E. The
Teacher
as
Prompter
Be careful not to prompt too much in that case you will take the task over from the students. In cases of confusion, not remembering the right vocabulary item,
hesitation, silence etc.

The question arises as to what is a good teacher. A

good teacher can be defined as a teacher who helps
the student to learn. He or she contributes to this in
a numbe r of ways . The t e a che r s rol e goe s we l l
beyond information giving, with the teacher having
a range of key roles to play in the education process.

What one sees as good teaching, suggests Biggs

(1999), depends on what conception of teaching one
has. Two concepts are based on the strategies of
teacher-centred and student-centred education
(Harden et al 1984). Teacher-centred strategies are
focussed on the teacher as a transmitter of
informa t ion, wi th informa t ion pa s s ing f rom the
expert teacher to the novice learner. Student-centred
strategies, in contrast, see the focus as being on
changes in students learning and on what students
do to achieve this rather than on what the teacher
does. If students are to learn desired outcomes in a
reasonably effective manner, Shuell (1986)
suggests then the teachers fundamental task is to
get students to engage in learning activities that are
likely to result in their achieving those outcomes. It
is helpful to remember that what the student does is
a c tua l ly mor e impor t ant in de t e rmining wha t i s
learned than what the teacher does. Biggs goes on
to describe the art of teaching as the communication
to students of the need to learn. Motivation, he
suggests is the product of good teaching not its
prerequisite (p61).
Teacher resource
The role of the teacher as resource creator offers
e x c i t i n g p o s s i b i l i t i e s . Te a c h e r s wi l l b e c ome ,
s u g g e s t s R av e t a n d L ay t e ( 1 9 9 7 ) a c t iv i t y
builders, creators of new learning environments.
Indeed, the vision has been painted of the virtual
unive r s i ty in whi ch l e c tur e r s a r e r epl a c ed by
instructional designers. The new technologies
have greatly expanded the formats of learning
materials to which the student may have access
and make it much easier for the student to take
more responsibility for their own education. As
developers of resource materials, teachers must
ke ep abr e a s t wi th change s in t e chnology. An
i nv e s t m e n t i n t h e f u r t h e r d ev e l o p m e n t o f
computer based learning material is needed. The
use of computers in education is expanding and

some schools make the purchase of computers

by s t u d e n t s c o m p u l s o r y. C o m p u t e r - b a s e d
learning however is often limited by the lack of
good ma t e r i a l for us e by s tudent s (Pl a t t and
Bairnsfather 1999).
Institute wide use of resource materials to support
learning using traditional paper media or new
technologies, however, will occur only if at least
some teachers possess the array of skills necessary
to s e l e c t , adapt or produc e ma t e r i a l s for us e
within the institution. The raising awareness and
the training of staff in the role of resource
developer is necessary for the appropriate
development within an institution of technology
supported learning (Longstaffe et al 1996; Ryan
et al 1996

Prompter - teacher should become a prompter when students are stuck for ideas or have problems with communication. Teacher in this role should be
very careful not to take initiative away from the student

Tutor - this role is more or less employed when students are working individually and need support or help and guidance. Often intruding should be
avoided.

Assessor -Students want feedback from the teacher just like teacher wants feedback from the students and this is where teacher needs to act as an
assessor. Teacher has to correct and evaluate students Teacher in this role must be fair and sensitive to the students reaction.

errors / mistakes that are made (usually by writing them down in a notebook that s/he iscarrying about the classroom while listening to what the SS are
talking in pairs or groups)so that they can be brought to the SS attention after whatever content FB is appropriate.This kind of record keeping can be
done with a simple form, in the following way: grammar vocabulary pronunciation style and appropriacy
1. no s for 3rd person sg.Present Tense Simple2. When I will go insteadof When I go
3..4.1.information s insteadof information;
2.luggage s instead of items of luggage,or bags, suitcases, etc.
3 I have emotionsinstead of Imnervous / excited / anxious to4...1. know pronounced/k nu / insteadof /nu/;
2. .1.Hi!in formal style;2.
How do you do! Fine,thanks, instead of
How do you do! as expected answer;3
The place of FB on the cline is (approximately):xxx
feedback
3. The teacher asorganiser
This is the most important and difficult role of the T as the success of many activities depends on good organisationand onthe SS
knowing exactly what they are to do.The main aim of the T when organising an activity is to tell the SS
what they are going to talk /write / read about, to give clear instructionsabout their task, to get the activity going , and to organise FB.

(It is always wise to check if the SS have understood the instructions!)Theorganisation of an activitycan be divided into three main parts:a). thelead-in
stage takes the form of an introduction to the subject (either a discussion of the topic, when the SS are familiar with it, or a familiarisation with the
topic, whenit is unknown to the SS); b). the instruction stage where the SS are told exactly what they should do. The T organisesthe SS in pairs / groups
. The SS are given roles. A shortdemonstration of the activitymay be given now.c). the initiation stage
After a final check
that the SS have understood the instructions (e.g.Has anyone got any questions?, or,
Repeat what you are supposed to do! Yes,
3Tom. And whats next? Yes, Maria ), the T may give the signal for the activity to begin. A time-limit for the activity is communicated to the SS now.
A competitiveelement which is often highly motivating - may be added now. Once the activity hasstarted,the T will not intervene
- where pair / groupwork is being used - unless it istouse gentle correction or to prompt
.After these three stages have been followed,d). a feedback stage is always necessary.The place of this teacher role on the cline is slightly closer to
thefacilitative end than to the controlling
one:x.x..x organiser
4. The teacher as prompter
This role refers to the way the T may encourage SS to participate or make suggestions about how theSS may proceed in an activity when there is silence
or they re confused about what to do next.The T should not be aggressive when s/he comes up with suggestions or some materials /language
items/informationthe SS need or have forgotten. This hind of help should be provided only when it is necessary (i.e. silence or confusion in the
classroom).The Ts role as a prompter goes on our cline closer to the facilitative end
:x..x.x prompter
5. The teacher as participant
The T may often participate as an equal in an activity, especially where activities like simulations are taking place. Sometimes the T may play a role
him/herself.The danger is that s/he will tend to dominate, and the SS will both allow and expect this tohappen. If the T makes sure that this does not
happen, the atmosphere of the class will probably beimproved and the SS will be given a chance to practise English with someone who speaks it better
thanthey
do.
The
place
of
this
role
on
the
cline
is
even
closer
to
the
facilitative
end:x.x..x
4

participant
6. The teacher asa resource
When a genuinely communicative activity is taking place in the classroom, the T should always bereadyto offer help if it is needed. S/he has to make
her/himself available so that the SS can consult
her/him when (and only when) they wish. The T is a kind of walking resource centre
. Now we are at the facilitative
end of our cline:xx
resource
7. The teacher as
tutor
This role combines the Ts ability of a coach and that of a resource centre when SS are involved intheir own work, and call upon the T mainly for
advice
and
guidance
.This role applies to the T guiding the SS involved in
self-study
or in
project work
of their ownchoosing. The help the T is expected to provide as

a tutor
takes the shape of
limiting the task
,
clarifying ideas, pointing out errors in rough drafts, giving bibliographical indications, etc.
The
tutorial role
has a
counselling function
. It is appropriate at intermediate and advancedlevels. Its place on the
end:x..x.x

cline

is

very

close

to

the

facilitative

tutor
8. The teacher as
investigator
Apart from the above mentioned roles where the Ts behaviour is related to the SS, the teachersthemselves may want
to develop their own skills
,
to improve their own activity.
This can be done by
investigating
what is going on,
observing
what works well in class and what does not,
trying out
newtechniques and activities and
evaluating
their appropriacy. Their participation in various
conferences, seminars, meetings with other colleagues, training courses, etc.
helps the teachers process of improving their own work, too.Teachers who do not
investigate
the efficiency of new techniques and who do not seek their own personal and professional development may find the job of teaching becoming
increasinglymonotonous. Teachers who constantly seek to enrich their understanding of what learning is all aboutand what works well, on the other
hand, will find the teaching of English constantly rewarding.
5
The most successful teachers share some common characteristics. Here are the top six keys to being a successful teacher. Every teacher can benefit from focusing
on these important qualities. Success in teaching, as in most areas of life, depends almost entirely on your attitude and your approach.
1. Sense of Humor
A sense of humor can help you become a successful teacher. Your sense of humor can relieve tense classroom situations before they become disruptions. A sense of
humor will also make class more enjoyable for your students and possibly make students look forward to attending and paying attention. Most importantly, a sense
of humor will allow you to see the joy in life and make you a happier person as you progress through this sometimes stressful career.
2. A Positive Attitutude
A positive attitude is a great asset in life. You will be thrown many curve balls in life and especially in the teaching profession. A positive attitude will help you
cope with these in the best way. For example, you may find out the first day of school that you are teaching Algebra 2 instead of Algebra 1. This would not be an
ideal situation, but a teacher with the right attitude would try to focus on getting through the first day without negatively impacting the students.

Positive Attitudes

3. High Expectations
An effective teacher must have high expectations. You should strive to raise the bar for your students. If you expect less effort you will receive less effort. You
should work on an attitude that says that you know students can achieve to your level of expectations, thereby giving them a sense of confidence too. This is not to
say that you should create unrealistic expectations. However, your expectations will be one of the key factors in helping students learn and achieve.

Creating an Academic Environment

4. Consistency
In order to create a positive learning environment your students should know what to expect from you each day. You need to be consistent. This will create a safe
learning environment for the students and they will be more likely to succeed. It is amazing that students can adapt to teachers throughout the day that range from
strict to easy. However, they will dislike an environment in which the rules are constantly changing.

Consistency and Teaching

5. Fairness
Many people confuse fairness and consistency. A consistent teacher is the same person from day to day. A fair teacher treats students equally in the same situation.
For example, students complain of unfairness when teachers treat one gender or group of students differently. It would be terribly unfair to go easier on the football
players in a class than on the cheerleaders. Students pick up on this so quickly, so be careful of being labelled unfair.

Fairness in Teaching
6. Flexibility
One of the tenets of teaching should be that everything is in a constant state of change. Interruptions and disruptions are the norm and very few days are 'typical'.
Therefore, a flexible attitude is important not only for your stress level but also for your students who expect you to be in charge and take control of any situation.
So what makes a great teacher?
These teachers shared their experience and expertise with researchers during focus groups moderated by the University of Floridas Lastinger Center for Learning,
a national leader in developing innovative professional development initiatives designed to improve instruction in classrooms across our country. Among the
questions used to spark the dialogue were:

How do you motivate students?

How do you keep order in the classroom?

How do you use data to improve teaching?

The insights into excellence by these teachers echoed across subject and grade. These recurring themes, reflected in the words of the teachers themselves,
reinforced the findings of multiple research papers and projects from renowned institutions across the country.
Secrets of Successful Teaching is organized around four general areas:

Building a Relationship for Success: Suggestions for building a rapport with students.

Creating a Community of Learning: Ideas for creating a classroom environment where students can succeed.

Employing Techniques that Work: Strategies that get results with students.

Using Data to Improve Instruction: Using assessments to maximize learning.

Within each of these overarching themes are hints and tips that make it easy for educators put these ideas into practice.
skill

(sk l)

n.
1. Proficiency, facility, or dexterity that is acquired or developed through training or experience. See Synonyms at ability.
2.
a. An art, trade, or technique, particularly one requiring use of the hands or body.
b. A developed talent or ability: writing skills.
3. Obsolete A reason; a cause.
skill [skl]
n
1. special ability in a task, sport, etc., esp ability acquired by training
2. something, esp a trade or technique, requiring special training or manual proficiency
3. Obsolete understanding
[from Old Norse skil distinction; related to Middle Low German schle, Middle Dutch geschil difference]
skill-less , skilless adj
Skill those in a profession or occupation, collectively; a guild or craft.
skill
1
[skil] Show IPA
noun
1.

the ability, coming from one's knowledge, practice, aptitude,etc., to do something well: Carpentry was one of his manyskills.
2.
competent excellence in performance; expertness; dexterity:The dancers performed with skill.
3.
a craft, trade, or job requiring manual dexterity or specialtraining in which a person has competence and experience:the skill of cabinetmaking.
4.
Obsolete . understanding; discernment.
5.
Obsolete . reason; cause.
Origin:
112575; Middle English < Old Norse skil distinction, difference;cognate with Dutch geschil difference, quarrel. See skill 2
Synonyms
1. proficiency, facility. 2. deftness, cleverness.
Antonyms
1. inability.
A skill is the learned capacity to carry out pre-determined results often with the minimum outlay of time, energy, or both. In other words the abilities that one
possesses. Skills can often be divided into domain-general and domain-specific skills. For example, in the domain of work, some general skills would include time
management, teamwork and leadership, self motivation and others, whereas domain-specific skills would be useful only for a certain job. Skill usually requires
certain environmental stimuli and situations to assess the level of skill being shown and used.
Getting students to participate
Students are most likely to learn when they are actively involved with the learning. This seems
particularly obvious when you are learning a skill watching me perform a cardiovascular system
examination a thousand times is not going to teach a student how to hear heart sounds unless they
have a go. It is equally important for students to use new bits of knowledge they have learned. This
will help them fit them in to their memories and use them when needed. You will have to devise
situations in which students can actively discuss what they have learned and test that they
understand new concepts. Students are likely to learn when you use a variety of teaching methods
in the session. This keeps students interested. Thus you could have a discussion, some practical
work, get the students to think through a case and look at a model all in one session. Useful
techniques include questioning, brainstorming, interaction with patients and role-play. We will deal
with the art of asking questions below, and some of the techniques to use with a group in the
section on teaching groups

Learning outcomes
core definition
A learning outcome is the specification of what a student should learn as the result of a period of specified and supported study.
explanatory context
Learning outcomes are concerned with the achievements of the learner rather than the intentions of the teacher (expressed in the aims of a module or course). They
can take many forms and can be broad or narrow in nature (Adam, 2004).
Learning outcomes and aims and objectives are often used synonymously, although they are not the same. Adam (2004) notes that Aims are concerned with
teaching and the teachers intentions whilst learning outcomes are concerned with learning and Moon (2002) suggests that one way to distinguish aims from
learning outcomes is that aims indicate the general content, direction and intentions behind the module from the designer/teacher viewpoint.
However, learning outcomes and objectives are more difficult to distinguish as objectives can be written in terms that are very similar to that used in learning
outcomes. Indeed, in the UK polytechnic sector in the 1970s, objectives were written that identified what students should be able to do; this was well before they
were known as learning outcomes.
What are student learning outcomes?
Student learning outcomes or SLOs are statements that specify what students will know, be able to do or be able to demonstrate when they
have completed or participated in a program/activity/course/project. Outcomes are usually expressed as knowledge, skills, attitudes or values.
What are learning outcomes?
Learning outcomes specify what learners new behaviours will be after a learning experience.
They state the knowledge, skills, and attitudes that the students will gain through your course.
Learning outcomes begin with an action verb and describe something observable or
measurable.

Examples
At the end of this course you will be able to:
1. Use change theory to develop family-centred care within the context of nursing practice.
2. Design improved bias circuits using negative feedback.
3. Demonstrate the safe use of welding equipment.
Learning outcomes often represent discrete units of instruction in a course but each may have
several sub-outcomes. Learning outcomes need not be attained by specific instruction in a
lessonthey may be woven throughout the course. For example, they may include such things
as use problem solving techniques or work effectively in teams.
Why are learning outcomes important?
Learning outcomes are the most important section of your course outlinethe essence of your
course. They are essential because they:
define the type and depth of learning students are expected to achieve
provide an objective benchmark for formative, summative, and prior learning assessment
clearly communicate expectations to learners
clearly communicate graduates skills to prospective employers*
define coherent units of learning that can be further subdivided or modularized for
classroom or for other delivery modes.
guide and organize the instructor and the learner.
*By reading your listed learning outcomes, an employer or professional in the field should be
able to identify what knowledge, skills, and attitudes your students will be able to offer them
after taking your course.
Rapport is a term used to describe a relationship between people, such as friends, colleagues, or a therapist and client. Rapport is based on mutual like, trust, and
respect. A rapport often develops naturally between people who have similar backgrounds, likes, and dislikes. Having a rapport may also be the goal of some
relationships, such as between a salesperson and customer.
Rapport is an important part of any therapy relationship, particularly for those with social anxiety disorder (SAD). Good therapists develop a rapport with their
patients to make their clients feel at ease. They may do this by matching their behavior with aspects of their client's behavior in subtle ways (e.g., tone of voice,
body language). A therapist working with someone who has SAD may speak more quietly or maintain more physical distance at first, to make the client feel at
ease.
Rapport

Definition

Developing or establishing rapport is a fundamental aspect of human communication. Being able to build or establish rapport could be viewed as a basic
element
of
social
intelligence.
It is important to define rapport.
What is the definition of rapport?
Below is one possible rapport definition:
Rapport

can

be

viewed

as

the

development

of

trust,

understanding,

respect,

and

liking

between

two

persons.

The above definition suggest that there are four elements of building rapport. People who wish to build rapport should strive to build trust (e.g., demonstrate
honesty, reliability, and fairness), understand another person's views (e.g., make statements that you understand how a person feels), show respect (e.g., be polite
and express gratitude), and be the kind of person who others would like (e.g., be empathetic and altruistic).
What is learner autonomy?
In attempting to define learner autonomy I will discuss some of the existing definitions of the term. Holec gives learner autonomy a rather far-reaching definition:
'the ability to take charge of one's own learning', which he then specifies as 'to have, and to hold, the responsibility for all the decisions concerning all aspects of
this learning,' (1981: 3). But what does this mean? Trebbi argues (1996: 290) that 'taking charge of one's own learning' is a tautology as no learning takes place
unless the learner is in charge; it is a prerequisite of learning. As textbook writers and teachers, we can provide good materials and create good conditions for
learning, but learning itself is impossible without the learner actually taking charge. What is different between the traditional classroom situation and situations
where autonomy is applied is that the learner in the latter is given the opportunity to take charge of the learning activities.
Student Roles and Cooperative Learning
It is important to teach your students about the type of behavior you expect when they are assigned a role. They need to understand what it will look and sound like
when they are each doing their assigned job. You cannot expect students to know what to do unless you review your expectations with them. You dont necessarily
have to tell them how to behave. You can elicit ideas from the class about how a person in this role might act. You can let the ideas come from the students.