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THE ROLE OF THE TEACHER
“The Teacher is like an oil lamp – if its flame is steady and bright a hundred lamps can be lit by it, without in any way diminishing its brightness. For ensuring the brightness of the lamp, it is necessary that the wick be in good order and the oil supply be sufficient.”
Certainly the role of the teacher cannot be written in mere words. However, this writer can highlight some of the key responsibilities to which strategies, methods and planning can be impinged upon. The following is a list of suggested activities which when presented may facilitate development during the student/teaching experience. These activities are by far not complete in its research. As such one may wish to modify them to make it fit in their situation.
I. Initial Activities
1. Handle classroom routines such as attendance, dismissal and perhaps lunch distribution.
2. Assume teacher’s duties – conduct assembly, clubs and other co-curricular activities.
3. Check students' written work and keep necessary records, such as progress report, assignments and projects and mark them.
4. Keep students’ in a healthy environment and thus keep them safe.
II. Organizational Activities
1. Keep a notebook or idea file; include minute fill-in ideas such as games, songs, stories, sources of information and materials, ideas for learning centers, bulletin boards, etc. (Inform O.J.T. of these).
2. Make direct observations of classroom activities. (Ask O.J.T. for their opinion).
3. Plan a design for a classroom. Allow the O.J.T. to help set up and arrange the classroom.
4. Ask O.J.T. to help group students for instructional purposes.
5. Become responsible for the general appearance of the classroom. (Cleanliness, arrangement of charts, etc.).
6. Prepare bulletin boards.
7. Develop a repertoire of techniques for class management or handling individual behaviour problems. (Punishment, Time out, etc.).
8. Create an individual behaviour management plan including the use of data for decision-making. (CAP). (Examples, for promotion, demotion, participation in co-curricular activities, etc.).
III. Instructional Activities
1. Prepare individual written lesson plans and execute same using varied techniques. (Ask O.J.T. to jot down observations for preparation to teach a unit).
2. In writing lesson plans cater for individual differences among the students. Pupils should be made to know that they could achieve given tasks. At the same time let tasks be challenging.
3. The O.J.T. should hence plan, modify, alter or adapt, and teach a unit of instruction as is appropriate for the students in the class. (The teacher should critique such lessons and give positive feedback).
4. Participate with O.J.T. in planning sessions.
5. Use various and appropriate instructional materials and resources in your instruction.
6. Work with individuals, small groups, and large groups.
7. Teach structured skills lessons.
8. Conduct open-ended discussions. (Give students a chance to speak about their interests, etc).
9. O.J.T. should help administer standardized and teacher-made tests.
10. Encourage free writing activities, example, diary, journals, etc.
IV. Professional Activities
1. Attend school on a regular basis.
2. When communicating with parents allow O.J.T. to participate in conferences.
3. Familiarize O.J.T. with recent articles concerning education and other publications involving teaching and education.
4. Ask O.J.T. to attend a P.T.A. meeting. If possible, attend a teachers' convention.
5. Become familiar with up to date curriculum materials, curriculum guides, and diagnostic tools. (Make these available to the O.J.T.)
6. If there are teachers in the institution with special skills and teaching techniques ask O.J.T. to visit their classrooms and observe different teaching techniques.
7. Participate in informal school activities. Develop open and friendly staff relationships.
8. Display initiative and a willingness to accept constructive feedback.
9. Become familiar with the varied responsibilities of the special educators and other specialists in your building. If you are a special educator, become familiar with the responsibilities of other professionals in your building. In this way you can gain the experience of others.
10. Carry about yourself so as not to bring disrepute upon yourself and to your institution. (O.J.T.’s are very observant).
Thus far this writer has discussed four main areas of focus to be a “good” teacher. It is expected that while following and practising these activities, the O.J.T. may become influenced to develop such practices. The following are guidelines the teacher should develop for it is geared towards the O.J.T.
1. Share helpful hints based on your own experiences.
2. Be flexible in responding to changing needs and concerns of the O.J.T.
3. Maintain a positive, professional relationship.
4. Be a good listener.
5. Guide the O.J.T. toward using a problem-solving approach.
6. Accept some spontaneous interaction but also schedule definite times for structured conferencing.
7. Structure conferences with clear objectives and appropriate materials.
8. Maintain consistency between instructions to the O.J.T. and your own behaviours.
9. Familiarize the O.J.T. with a variety of teaching practices.
10. Think ahead and prevent problems rather than waiting to react to them.
11. Be clear, concrete, and specific in communicating with the O.J.T., especially when giving feedback.
12. Explain the reasons behind decisions and suggestions given to the O.J.T.
13. Spend some time thinking through the progress of the O.J.T. in order to plan future activities.
14. Be an active learner yourself.
CONCLUSION
The activities mentioned in this brief study are by no means complete. There are many more practices and activities for one to adopt so that one will be better prepared to effectively discharge one’s duty as a teacher. The role of the teacher is of great importance and is examined on a daily basis by his/her charges. We must always keep the “flame” alight and the lamp always fueled.
Word Count: 936
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