Roles of a Teacher

Teachers assume a wide range of roles to support school and student success.
They build the entire school's capacity to improve because teachers can lead in a
variety of ways (Harrison & Killion, 2007).

According to Neilsen (2006), Harrison & Killion (2007) and Harden (2009), the
following is a list of roles that teachers must assume in order to provide quality learning
experiences for his or her learners.

These are the following roles of a teacher:

1. Information Provider

Traditionally students expect to be taught. They believe that it is the

responsibility of the teacher to pass on to them the information, knowledge and
understanding in a topic appropriate at the stage of their studies. This leads to
the traditional role of the teacher as one of provider of information in the lecture
context. The teacher is seen as an expert who is knowledgeable in his or her
field, and who conveys that knowledge to students usually by word of mouth. In
transmitting the knowledge, the teacher may also assist the student to interpret it
using one of a variety of educational strategies by which the teacher explains the
subject matter to the student (Brown and Atkins, 1986) as cited by Harden
(2009).

2. Planner

For Harden (2009), being a planner is an important role for the teacher
especially in curriculum planning. There are different approaches to curriculum
planning can be and there are following issues that need to be addressed.
Understanding content standards, how various components of the
curriculum link together, and how to use the curriculum in planning instruction
and assessment is essential to ensuring consistent curriculum implementation
throughout a school (Harrison & Killion, 2007).
For Neilsen (2006), your first and most important job is to plan and
prepare the environment for learning especially to the children or young learners.
In such a carefully planned learning environment, children will learn that school is
a happy, safe, and interesting place in which they can explore, discover, and
learn about themselves and the world around them.

3. Facilitator

When the planning and preparation are finished and children arrive for the
day, your role shifts to that of a facilitator. It is your job to make sure that every
child has the opportunity to experience success and learn according to individual
needs, styles, and levels of ability (Neilsen, 2006).
The move to a more student-centred view of learning has required a
fundamental shift in the role of the teacher. No longer is the teacher seen
predominantly as a dispenser of information or walking tape recorder, but rather
as a facilitator or manager of the students’ learning (Harden, 2009).
4. Assessor

The assessment of the student’s competence is one of the most important

tasks facing the teacher. According to Mapstone (1996) as cited by Harden
(2009), good teachers know how they must assess their students’ learning.

5. Observer

Learners’ action in a learning environment is a time for you to observe

your learners carefully. Through careful observation of children at work and play
you can begin to see which skills they have mastered and which skills need
additional reinforcement (Neilsen, 2006)
Observing for success gives us a different feel for how well they are doing.
We need to be able to work and observe simultaneously, listening, watching, and
absorbing. Not only in order to give feedback, but also to judge the success of
the different materials and activities we take into the lessons, so we can make
necessary changes in the future. This represents an important area of teacher
development (Harmer, 2008).

6. Model

According to Harden (2009), teachers serve as role models not only in the
four corners of the classrooms but also when they fulfil their role as teachers
outside the classroom. The good teacher captures the importance of the subject
and the choices available. The teacher has a unique opportunity to share some
of the magic of the subject with the learners. They can kindle, in the learners, a
curiosity and quest for a better understanding of the topic.
Social skills such as cooperating, getting along with others, and
communicating effectively to solve problems can be modelled through actions
and words. Modelling is a very powerful teaching technique. It’s amazing how
quickly you will begin hearing your own words and seeing your own actions
reflected in the learners’ behaviour (Neilsen, 2006).
Teachers are there not only to teach the children, but also to love and care
for them. Teachers are typically highly respected by people in the community and
therefore become a role model to students and parents (EHOW, 2015)

7. Mentor

EHOW (2015) emphasizes mentoring as a natural role taken on by

teachers, whether it is intentional or not. This again can have positive or negative
effects on children. Mentoring is a way a teacher encourages students to strive to
be the best they can. This also includes encouraging students to enjoy learning.
Part of mentoring consists of listening to students. By taking time to listen to what
students say, teachers impart to students a sense of ownership in the classroom.
This helps build their confidence and helps them want to be successful.
For Harden (2009), mentorship is less about reviewing the students’
performance in a subject or an examination and more about a wider view of
issues relating to the student. The mentor has a role to help the learner grasp the
wider significance of whatever is happening.
 Mentoring can be viewed as a special relationship that develops between
two persons with the mentor always there for support but not dependency Ronan
(1997) as cited by Harden (2009). Mentoring as a process by which one person
acts towards another as a trusted counsellor or guide. It is not for educational
supervision. It is about helping a person to learn within a supportive relationship.
It may be a single event but is usually a longer relationship (Lingham and Gupta,
1998) as cited by Harden (2009).

8. Leader

Being a school leader means serving on a committee, such as a school

improvement team; acting as a grade-level or department chair; supporting
school initiatives; or representing the school on community or district task forces
or committees. A school leader shares the vision of the school, aligns his or her
professional goals with those of the school and district, and shares responsibility
for the success of the school as a whole (Harrison & Killion, 2007).

9. Learner

Among the most important roles of a teacher is that of learner. Learners

model continual improvement, demonstrate lifelong learning, and use what they
learn to help all learners achieve (Harrison & Killion, 2007). Sometimes we
should join in – not as a teacher, but as a participant in our own right. Enliven
things from the inside instead of organise from the outside (Harmer, 2008).

Prepared by:

Abdusalam, Fadznur A Banda, Kirby

Angkanan, Ainientisar Bantas, Bryan

Antiola, Analeah

References:

Neilsen, (2006), A Teacher’s Role, Early Childhood Education Goals, Roles, and
Curriculum Planning. United Kingdom: Longman Group.

Harrison, C. & Killion, J. (2007), Ten Roles for Teacher Leaders. Taking the Lead: New
Roles for Teachers and School-Based Coaches. Oxford, OH: National Staff
Development Council.

Harden, R. M. (2009), The good teacher is more than a lecturer – The twelve roles of a
teacher. AMEE, Centre for Medical Education, University of Dundee, 484 Perth Road,
Dundee DD2 1LR, Scotland, UK., Lynn Bell

Harmer, J. (2008). The Roles of a Teacher. ELFE

EHOW, (2015), The Roles of a Teacher in the Classroom, Ministry of Education,

Guyana, http://www.education.gov.gy/web/index.php/teachers/tips-for-teaching /item/
1603- roles-of-a-teacher-in-the-classroom