Primary

School
Teacher
Md. Ramsyamjani
Fatin Nabilah
Nurul Hidayah

Roles of Primary School

Teacher
1. Knowledge and
skill practitioners
2. Guidance teacher
3. Reflective
practitioner
4. Researcher
5. Social agent

6. Change agent
7. Taking over
parents role
8. Shaping
behaviour
9. Managing learning

1. Knowledge and Skill

Practitioners
Teachers have a responsibility to
always seek knowledge and practice
to meet the educational needs of young
people and the future of the country.
Knowledge and skill practitioners
mean love, master, always looking and
improving knowledge, apply knowledge
in various aspects of life.

 Educators minded teachers consider

teaching is a trust given to him to give
back and to share their knowledge without
expecting any reward and recognition for
the advancement of the nation.
Teachers need to become lifelong
learners as knowledge is constantly
evolving and changing.

 Teachers need to be concerned about

the development of knowledge and
current skills so as to provide a
meaningful learning experience of
students and using that knowledge to
fight for truth and justice and provide
quality and meaningful contribution to
the students, community and country .

 Teachers should foster a culture of selflove for knowledge in students while they
are in school so that knowledge can be
developed and utilized in all aspects of their
life.
Practice loving knowledge can enhance the
dignity and decorum and students as well
as provide guidance to the right path.

How to acquire knowledge?

Teachers need to adopt the attitude to 'learn to

teach', constantly improve the mastery of
knowledge and education content knowledge
through:

reading
discussion with colleagues
attend in-service courses
conduct research
demonstrate openness to knowledge acquisition
opportunities.

Skills to Convey Knowledge

Control
1. Teachers are practitioners of pedagogical
content knowledge
able to synthesize and integrate the three
pillars of knowledge:
the knowledge of content
general
pedagogical
knowledge
(teaching
strategies)
know how to connect the educational context
and the different contexts in an integrated
manner

Organizes lecture or lesson by

integrating learning skills and thinking
skills in content to produce students
capable of higher order thinking and
conducive to learning styles and cognitive
styles.
2.

Teacher must have skills such as emotional intelligence

competencies, communication skills, skills in using
technology in teaching and skills to motivate students.

How to Own the Skills?

reading
sharing information with colleagues
practice reflection
attending courses
practice of action research.

2. Guidance Teacher
The teacher's role includes not only T &
L activities based on the curriculum and
syllabus alone but covers a person's
entire moral development of pupils.
Students who are not equipped with the
skills to manage emotions and
resolve
personal
problems
may
affect the learning performance.

 Hence, teacher must serve as guidance

teacher/consultant, working with schools
and parents to guide students toward
quality and healthy life.
Teachers role as guidance teacher;
providing
advice,
guidance,
instruction
and
assistance
to
students who need it.

[Shertzer and Stone (1981) defines mentoring as

a service to guide individuals who need to reach
an understanding, knowledge and skills.]

The coaching process can occur in groups

or individually.
Can be carried out formally in the
classroom, in the school hall or in a place of
recreation through special courses organized
for the purpose.
Opportunity to provide guidance may occur
during informal interactions with students.

Teachers serve as guidance

teacher to:

Cultivate the interest and motivation

of the academic subjects in order to
improve their academic achievement.
Guide students to identify strengths
and weaknesses, interests and inclinations
against fields of endeavor, according to
their interests and talents and abilities so
that their potential can be developed.

 Instill passion and healthy attitudes

toward school and relate it with their
daily practices .
Identify and assist students who are
experiencing problems of education /
socio / health in making personal
adjustments from the social, emotional,
mental and physical aspects.

Teacher as Mentor
Teacher may serve as a 'mentor' in which the
role is a combination of training, support,
guidance and constructive feedback.
Mentors will try to build
individual
strengths to maximize and pupils who are
under their care in a classroom situation.
Mentoring process is implemented based on
the love relationship between a mentor
and mentee.

3. Reflective Practitioner
The studies related to teacher education
agree, the practice of reflection is
effective in helping teachers structure
their
thinking
toward
mastery
of
pedagogical content knowledge and
general pedagogical.
Reflection allows practitioners to evaluate,
understand
and
learn
from
the
experience.

 Almost every teacher has to reflect on

'something' that is associated with
teaching activities.
'Something' is probably the absence of
specific students in the classroom,
student achievement on tests given by
teachers or suitability of the content of
subjects with interest the pupils.

 Reflective teachers should always question

the practice itself and not just act on the
habits or follow instructions alone.
Reflective teachers will plan and act with full
awareness based on the theory and principles
of T & L.
This practice can be expanded by asking
yourself questions that relate to things
done before, during and after with the
purpose of improving teaching skills in the
teaching profession.

Benefits of Reflection
Able to identify the strengths and
weaknesses
within
himself
to
achieve better performance.
Become a more confident teacher.
Teaching is more effective according
to the principles and models of
teaching and diversity techniques.

 Actions and decisions based on knowledge

and pedagogical knowledge effectively.
Reflective thinking can be documented in
writing is an important reference not
only for teachers, but also as a
contribution to new ideas to be
referred to by his colleagues and teachers
at other schools.