MODULE 3

ASSIGNMENT

A. Speak about the roles adopted by the teacher in classrooms. What other
roles does the teacher play in the community?

B. List the recent work that your/a class have been doing. Plan the next three
classes.
 A. Speak about the roles adopted by the teacher in classrooms. What other
roles does the teacher play in the community ?

Teachers Roles

"Education is the key to success in life, and teachers make a lasting impact in the lives of
their students." [ Solomon Ortiz ]. Teaching isn't a profession like any other professions.
Teaching is a message since teachers are responsible for creating people's minds. That's
why, a teacher plays significant roles not only inside the classroom, but in the society as well.

Inside the classroom, the type of the activity determines the role that the teacher plays. A
teacher can be a controller, an assessor, an organizer, a prompter, a participant, a resource,
and a tutor. The first role is the controller. Being a controller means that the teacher is
responsible for everything inside the classroom. With this role, students just listen and
follow instructions. The teacher controls what they do and what they say. This role is highly
required when a teacher introduces new language that needs accuracy, direct explanation,
and drilling. Also, when a teacher gives instructions or setting roles, a teacher should play
the role of the controller. Good performance, charisma, and knowledge help the controller
teacher to inspire and motivate his students and change their class into an enjoyable one,
but if the controller teacher doesn't have these characteristics, this controlling role will have
some disadvantages. One of these disadvantages is that students lose their motivation and
interest as the class will be a teacher-centered class. Also, the teacher talking time will be
more than the students talking time.

The second role a teacher should play inside the classroom is the role of the assessor.
Normally, students expect from their teachers to play this role inside the classroom because
it is a significant part in the teacher's job. Assessing helps the teacher evaluate both his work
with his students and his students' progress. Simply, it is a tool of indication that a teacher
uses to help him correct and evaluate his students work. There are two different types of
assessment. The first type is called correction and the second one is called organization
feedback. Correction occurs in the stage of accurate reproduction. The teacher corrects his
students' errors immediately. This will help the students to recognize their errors and try to
modify their work. During the second kind of assessment, which is called organizing
feedback, the teacher measures the students success or failure in a certain task, and also, it
helps the students find new ideas to solve their problems in this task. There are two
different types of organizing feedback. The first type is called content feedback which
focuses mainly on the student's performance in a certain task. The second type is called
form feedback, and its main focus is on the student's accuracy in a certain task.

One major role a teacher plays is being an organizer. Probably, the most challenging and
significant role for the teacher is to be an organizer. The key to success in any classroom
activity is well-organization which is obtained through giving clear instructions to students
and the good preparation for the targeted activity. If the teacher doesn't give his students
clear instructions, a lot of time will be wasted, and the target from the activity won't be
achieved. There are certain procedures a teacher should follow when he is organizing for
any activity. First, he should always check his students understanding for the given
instructions. Second, clear instructions must be given to students. Third, the information
that helps the students in the targeted activity should be planned well by the teacher.
Finally, teachers should deal with the material that they will give to their students carefully.
If a teacher wants to make a good organization for his activity, he should divide his
organization into three basic parts. First, he should start with a lead-in to help students be
familiar with the topic. Then, the teacher gives clear instructions. Finally, the teacher gives
his students the feedback about their work.

Another significant role is the prompter. Encouraging is highly needed for students while
they are engaged in activities because it helps them participate effectively and inspire them
with more suggestions when they get confused about the activity they are doing. (Jeremy
Harmer) said " We want to help, but we don't want , at that stage, to take charge. This is
because we are keen to encourage the students to think creatively rather than have them
hang on our every word." [ The practice of English Language Teaching ] . Teachers should
adopt this role carefully because the exaggeration in prompting will change the role of the
teacher to be a controller one, and he will be a dominant. This is surely will be a barrier for
students to think creatively. The prompter teacher is simply helping his students; therefore,
he shouldn't take over for his students. The role of the prompter will be apparent in
activities like role-playing. Sometimes, students are lost for words, and became confused . In
this case, the teacher should nudge them forward carefully.

Being a participant is another role for a teacher. In role-plays or students discussions, the
stereotype of the teacher isn't to intervene in the activity. The teacher intervenes only to
offer feedback, correction , or to prompt his students. Sometimes, a teacher might join these
activities as a participant. The role of a participant is very critical since it is actually a double-
edged weapon. On one hand, if it is applied well, it will improve the classroom atmosphere
and break the boring routine of the classroom. Also, it will create a friendly relationship
between the teacher and his students, and this relationship is strongly required. Moreover,
students will find it enjoyable to participate with their teacher in the same activity.
Furthermore, it will be a good chance for students to practice their English with their
teachers as his language is , of course, better than theirs. On the other hand, if the
participant role isn't applied accurately, the teacher will have the dominant role in the
activity, and this isn't needed in activities like simulation or role-playing. As mentioned
before, this role could be helpful, enjoyable, or obstacle for students creativity. It all
depends on the teacher. If he applies it well, it will be helpful and enjoyable, if not, it will be
an obstacle for students creativity.

Normally, books and websites are useful resources for students, but also, the teacher is a
useful resource for his students. The resource role is one of the most important roles a
teacher plays inside the classroom. In activities like writing or making presentations, it won't
be a wise decision for the teacher to intervene, control, or prompt the students because
these actions will certainly frustrate them and affect their creativity. So what should the
teacher do in such situations ? He should act like a walking resource since students may
need his help to ask about the meaning of a word or how to find the information they need.
To apply this role effectively, a teacher should give his students the feeling that he isn't a
search engine like Google. A teacher doesn't know everything. He should guide his students
to find their answers about a certain question by themselves, and this will encourage the
students to use resource materials by themselves. Adopting the resource role effectively will
help students to be independent and not be over-reliant on their teachers.

Another important role is the tutor. It's highly required to adopt this role when students
are working on projects, debates, or a self-study activity. Whereas students are busy
working on their activity, the tutor gives them the advice and the guidance. This role is
somehow difficult to be adopted in large groups. It is better for small groups. When the
teacher adopts the tutor role, he combines between other roles like the organizer, the
prompter, and the resource; that's why, the tutor role is a boarder one.

An investigator is another vital role. All the other roles that mentioned before are related
mainly to what teachers do with their students; whereas, this role focuses mainly on the
teacher himself. If a teacher wants to be a successful one, he must improve himself by
having courses and trying out new methods. Investigation will help the teacher to do so. The
teaching profession needs a continuous developing to be a very enjoyable one.

In community, teachers play significant roles. A Chinese proverb says" If you are planning
for a year, sow rice. If you are planning for a decade, plant trees. If you are planning for a
life time, educate people.". This exactly the teacher's role. He is the corner stone for any
civilization. To crown it all, the teacher is the builder of any community.

To conclude, teachers roles are hard to be counted. A teacher has significant roles inside
the classroom and in the community. In addition, a successful teacher is the one who is able
to adopt the suitable role for the suitable situation.
 References
 Jeremy Harmer . The Practice of English Language Teaching. Pearson,
Longman.
 TESOL diploma booklet, module 3 (Management and planning).
 List the recent work that your/class have been doing. Plan the next three classes

Level Course Book Unit 2 Lesson/ page Teacher's Name

Elementary Family and Sports Adventure L.2/ p.17 Essam Kamal

Friends 6

:Recent work

 Listening work ( Listening for a story )

 Answering questions based on the listening
 Acting out a story.

: Objectives

1 .To talk about the most famous sports in the world

2 .To talk about their favorite sports

3 .To identify different types of sports

4 .To use prefix dis- and in- to make some adjectives and verbs negative

: Contents

Objective 1 Estimated Time : 10 minutes

a Context Famous sports

b Activity/Class Discussion in small groups. SS are asked to choose the 4 most famous sports in the
world, and why they are famous
Organization

c Aids None

d Language 'All and any; 'sports vocabulary

e Possible Students may find it difficult to mention the reasons why these sports are famous;
Problems .therefore, the teacher will prompt if necessary
Objective 2 Estimated Time : 10 minutes

a Context .Talking about favorite sports

b Activity/Class An open discussion between the teacher and the whole class. The teacher will ask
the students which types of sports do you like/not like?, and what is your favorite
Organization ?sports? Why

c Aids None

d Language .All and any; ' sports' vocabulary

e Possible Students may not be able to mention the reasons why they like or don't like a
Problems sport; therefore, the teacher will prompt by giving them different reasons, and they
.choose between them

Objective 3 Estimated Time : 15 minutes

a Context Identifying different types of sports

b Activity/Class Teacher introducing different types of sports ( ice skating, skiing, baseball, rugby,
mountain biking, caving, paragliding, rock climbing ) through using pictures, and
Organization listening to the sports vocabulary through the CD player; then , students, in pairs,
read the definitions of sports in the class book and write a sport from exercise 1
.next to each one

c Aids .Board, markers, class book, and CD player

d Language .As in (b); ' sports' vocabulary

e Possible Some pairs might tend to finish earlier, so teacher will get them check their
Problems .answers; then, they will help other pairs
Objective 4 Estimated Time : 10 minutes

a Context -Changing verbs and adjective to negative through the prefixes dis- and in

b Activity/Class Teacher introduces to the prefixes dis- and in-.Teachers tells them they are used to
make certain verbs and adjectives negative(dishonest, dislike, disappear, incorrect,
Organization insensitive, inexperienced ). Then, teacher plays the recording for students to listen
and repeat the words. After that, in group students answer the exercise 4 .
.Students check their answers through looking at the words in exercise 3

c Aids .Board, class book, and the CD player

d Language .As in (b) ; ' prefixes' vocabulary

e Possible Some students may be confused why dis- is used with certain words and in- is used
Problems with others. Teacher explains for them that there are no rules for prefixes, and it is
. a case of learning them

: Additional Possibilities

1. Find the differences. The teacher gives each pair 2 pictures of different sports, and students
have to mention the differences between the 2 sports.
2. A co-operative writing exercise. In group students write a story about a sport they have
experienced .
 Level Course Book Unit 2 Lesson/ page Teacher's Name

Elementary Family and Sports Adventure L.3/ p.18 Essam Kamal

Friends 6

:Recent work

 Identifying different types of sports.

 Answering questions about sports
 Using the prefix dis- and in- to make some verbs and adjective negative.

: Objectives

1 .To use the first conditional to talk about real possibilities

2 .To write sentences using the first conditional

3 . To answer class book exercises based on the first conditional

: Contents

Objective 1 Estimated Time : 15 minutes

a Context Talking about real possibilities by using the 1 st conditional

b Activity/Class Discussion in small groups. SS are asked to talk about the possibilities that result
from different actions through answering the question [What will happen
Organization if…………………..?]

c Aids None

d Language All and any

e Possible Some students may find it difficult to generate possibilities; therefore, teacher
Problems prompts by asking Yes/ No questions such as [ Will he succeed?], and students
.answers with ''yes" or " No" to encourage these students to participate
Objective 2 Estimated Time : 15 minutes

a Context .Writing sentences using the first conditional

b Activity/Class Teacher write first conditional sentences on the board ( e.g. If he sleeps early, he
will get up early./ They will win the match if they train hard.), and students deduce
Organization the form of 1st conditional. Then, in groups , students write their own sentences
.using the 1st conditional

c Aids .The white board, and markers

d Language .All and any

e Possible Some students may make some grammatical mistakes while writing their
Problems .sentences, so the teacher may support them with gentle correction

Objective 3 Estimated Time : 15 minutes

a Context Identifying different types of sports

b Activity/Class Teacher introducing different types of sports ( ice skating, skiing, baseball, rugby,
mountain biking, caving, paragliding, rock climbing ) through using pictures, and
Organization listening to the sports vocabulary through the CD player; then , students, in pairs,
read the definitions of sports in the class book and write a sport from exercise 1
.next to each one

c Aids .Board, markers, class book, and CD player

d Language .All and any .

e Possible Some pairs might tend to finish earlier, so teacher will get them check their
Problems .answers; then, they will help other pairs
 : Additional Possibilities

1. Complete the sentences starters. Teacher write some sentence starters on the board (e.g. If it
is hot/ If you sleep early/ We won't watch the match), and students complete them with their
own ideas.
Unscramble word cards. Teacher gives his students scrambled word cards ( e.g. If/ will .2
. travel/ he/ busy/ isn't/ he), and in pairs, students try to unscramble them
 Level Course Book Unit 2 Lesson/ page Teacher's Name

Elementary Family and Sports Adventure L.4/ p.19 Essam Kamal

Friends 6

:Recent work

 Talking about real possibilities through using the 1 st conditional.

 Writing sentences using the 1st conditional.

: Objectives

1 .To use the second conditional to talk about unreal situations

2 .To write sentences using the second conditional

3 .To answer a class book activity based on the 2 nd conditional

4 .To ask and answer questions using the second conditional

: Contents

Objective 1 Estimated Time : 15 minutes

a Context Talking about unreal situations using the 2 nd conditional

b Activity/Class Discussion in small groups. students are asked to talk about unreal situations.
Teacher gives each group a question (e.g. What would you do if you have a million
Organization dollar?/ What would you do if you were a pilot). Each group tries to find an answer
for its question, and the teacher writes them on the board. After that, the whole
.class will discuss the answers with the teacher

c Aids .White board, and markers

d Language All and any

e Possible Some students may find it difficult to talk about unreal situations; therefore,
Problems teacher prompts by asking Yes/ No questions such as [ would you buy a palace ?],
and students answers with ''yes" or " No" to encourage these students to
.participate
Objective 2 Estimated Time : 10 minutes

a Context .Writing sentences using the second conditional

b Activity/Class Teacher write second conditional sentences on the board ( e.g. If I were rich, I
would buy a plane./ He would succeed if he studied hard), and students deduce the
Organization form of 2nd conditional. Then, in groups , students write their own sentences using
.the 2nd t conditional. After that, the teacher checks the students answers

c Aids .The white board, and markers

d Language .All and any

e Possible Some students may makes some grammatical mistakes while writing their
Problems .sentences, so the teacher may support them with gentle

Objective 3 Estimated Time : 10 minutes

a Context .Answering a class book exercise based on the 2 nd conditional rule

b Activity/Class Before starting the activity, teacher clarify the instructions for his students that
they're going to work in pairs to answer exercise 3 in the class book. Teacher
Organization focuses on the answered question in exercise 3, and he lets one student to read it
for the whole class. In pairs, students will write the correct forms of the verbs
through applying the 2nd conditional ,and then, teacher asks some individual
students to read the complete sentences for the whole class. After that, teacher
.gives them the feedback

c Aids .Board, markers, class book, and CD player

d Language .All and any .

e Possible Some pairs might tend to finish earlier, so teacher will get them check their
Problems .answers; then, they will help other pairs
Objective 4 Estimated Time : 10 minutes

a Context .Asking and answering questions using the 2 nd conditional rule

b Activity/Class Before starting the activity, teacher clarify the instructions for his students that
they're going to work in pairs to answer exercise 4 in the class book. Teacher asks a
Organization pair of students to read the example dialogue for the whole class. In pairs, students
will ask and answer questions through applying the 2 nd conditional (e.g. Would he
run away if he saw a spider? No, he wouldn't,…etc) ,and then, teacher asks some
pairs to ask and answer questions , and the whole class guess which character they
.are talking about with the help of the chart

c Aids .Board, markers, class book

d Language .All and any .

e Possible Students can't form questions through using the 2 nd conditional. The teacher
Problems .shortens the activity if necessary

: Additional Possibilities

1. Complete the sentences starters. Teacher write some sentence starters on the board (e.g. If I
were a bird/ If you had a time machine/ We would travel to the moon), and students complete
them with their own ideas.

2. Write a short paragraph. In groups, teachers ask students to write a short paragraph by
answering the question" What would you do if you lived in space ?

Reference

.Family and friends 6 KSA edition , Oxford University Press