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Unit 30. Teacher Roles

Teachers take on different roles in the classroom such as manager, facilitator, language resource, monitor, and assessor. The appropriate roles depend on factors such as the teaching approach, learners' needs and levels, and the lesson stage. Effective classroom management relies on teachers adopting suitable roles, like maintaining discipline if learners arrive late. Teachers also need flexibility to change roles if needed during a lesson. Developing a range of roles helps create a positive learning environment.

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César Cárdenas
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249 views12 pages

Unit 30. Teacher Roles

Teachers take on different roles in the classroom such as manager, facilitator, language resource, monitor, and assessor. The appropriate roles depend on factors such as the teaching approach, learners' needs and levels, and the lesson stage. Effective classroom management relies on teachers adopting suitable roles, like maintaining discipline if learners arrive late. Teachers also need flexibility to change roles if needed during a lesson. Developing a range of roles helps create a positive learning environment.

Uploaded by

César Cárdenas
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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Can you find nine

teacher roles in the


word search?
What are the teacher roles?

Teachers need to behave in different ways at


different stages of a lesson to manage the
classroom and to successfully guide learners
through the lesson. These different ways of
behaving in and managing the class are
called teacher roles. Teachers adopt (use) a
number of different roles in every lesson.
Teacher roles vary depending on
the teaching approach (way of teaching)
used and on the teachers’ and learners’
preferred learning styles and learning needs.
TASK 1 -
Match the functions of teacher roles with the roles of the teacher

Platform
Teacher Roles
ROLES FUNCTIONS
• controlling the group dynamic • giving instructions
• deciding on interaction patterns • motivating learners
Manager • demonstrating tasks and activities • praising learners
• developing rapport • maintaining discipline
• encouraging learners • responding to classroom problems as
they happen
• developing learner autonomy • helping learners to access resources
Facilitator • enabling learners to fulfil their • providing opportunities for individual
potential learning
• personalising, contextualising, • consolidating learner language
Language
eliciting, clarifying, explaining and • providing language input
resource
modelling language • correcting learner language
• observing and collecting information • keeping a written record of learners’
Monitor about learner performance, behaviour, work
contribution and effort and progress
Diagnostician • evaluating learners’ needs and difficulties
Teacher Roles

ROLES FUNCTIONS

Reflector • thinking about his/her performance • thinking about learners’ progress


• anticipating problems • preparing texts and tasks for learners
• deciding on a methodology for lessons • selecting materials and texts for lessons
Planner
• designing and adapting texts and
materials
• giving learners advice on difficulties • showing understanding of issues
Counsellor they may have outside of their learners may bring to the classroom from
language classroom outside
Narrator • telling stories and telling learners about things that have happened
• evaluating learners’ performance, • testing learner progress and level
Assessor behaviour, effort and contribution • providing feedback on work, progress,
• checking understanding behaviour and contribution
• putting forward ideas or information other than language, e.g. participating in
Contributor
discussions
Teacher roles match with different aspects of
teaching and with different stages of a lesson.
Teacher Roles
The teacher roles we adopt have to be appropriate for the teaching and learning context, the
teaching approach, the lesson aims, the stage of the lesson, the type of activity and the age, level and
attitude of the learners.
Effective classroom management, i.e. organising the classroom and the learners, is dependent on the
teacher adopting appropriate roles. For example, when learners arrive late in class or misbehave, the
teacher needs to deal with the situation appropriately to ensure that the learners understand that this is
not acceptable behaviour. In this situation, the teacher's role is primarily to maintain discipline. If, on
the other hand, the teacher adopts inappropriate roles, this can have a negative effect on their
classroom management.
Teacher Roles
The roles that teachers adopt also depend on the
needs of the learners. With young learners, we
might take on the role of a parent or a friend when
a young student is unwell or unhappy. With
teenage or adult learners, two of the key teacher
roles are those of motivating students and
maintaining discipline (establishing a clear
system of rules and codes of behaviour). With
adult students the teacher’s roles are often those
of facilitator, language resource and diagnostician.
TOP T IPS / T IP TOPS

• What we say, how we say it and what we do make our teacher roles clear
to learners. When planning lessons, it is useful to first identify the roles we are
going to take on during the lesson and then to think about what we are
going to say and do to convey that role clearly to the learners.

• lt takes practice and experience to know which teacher roles are


appropriate with which classes and for which activities. Less experienced
teachers may feel comfortable using a limited number of roles at first and
then gradually extending their range.

• Some problems with classroom discipline, classroom management and


facilitating learning are a result of teachers not adopting appropriate
teacher roles.
TOP T IPS / T IP TOPS
• Learners take time to get used to the teacher working in different roles. For example,
learners who are more familiar with a teacher in the role of manager might be confused by
a teacher who takes on the role of facilitator. It is useful to provide some learner training
and to introduce the new roles slowly so that learners get used to new ways of working.

• it is important to be flexible in teacher roles. Sometimes roles need to be changed because


of circumstances in the lesson. For example, when we are monitoring a task and realise
that learners have not understood the key language, we take on the role of language
resource to clarify the language point so that learners can continue with the task.

• It is sometimes necessary to take on roles we do not always feel comfortable with. When
learners do not complete homework tasks, for example, teachers have to be firmer in
managing the learners than they usually are. The ability to take on appropriate roles in class
is important for establishing class rapport and maintaining a positive and effective learning
environment in the classroom.

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