Running head: TYPES OF TEACHERS

Types of Teachers

Student’s Name

Institution
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Introduction

A teacher is a person who helps learners in acquiring competence, values and knowledge.

Most often, teachers work in a structured setting with classrooms and rules and regulations to

guide the students. Teachers are important in any society as they play an important role as they

help the learners to become good citizens of a country and dependable human within a society.

Learners are the future of our nations, and as such, the future development of almost all nation

depend on teachers (Okkinga et al. 2018). While there many different teaching styles and types

of teachers, this essay discusses three categories of teachers, namely the explainer, the involver

and the enabler.

Explainer

A teacher who is an explainer is a teacher who is good at making concept clear and plain

to lender intelligible or understandable meaning. Most effective teachers are those who have the

explaining skills because it is through the explanation that student can be able to grasp and

remember what has been taught in class. According to Ehri (2004) teaching by explanation is

effective in teaching beginners. A teacher who is an explainer entertain students while

entertaining the students by making content to be known in details by assigning relevant meaning

so that the student can understand. For a teacher to be classified as an explainer, he or she must

have known the subject matter well and in details. An involver is the second category of a

teacher.

Involver

A teacher who is an involver is the one who involves students in the learning process

through activities and tasks. This kind of teachers also are well informed on the subject matter.
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Peets et al. (2009) posits that teaching by involvement enhance learning among medical students.

As such, he or she uses involvement as a teaching methodology by applying the appropriate

organizational teaching techniques and procedures in aiding the learners to understand the

subject matter deeply. Such teachers use different teaching activities that involve the students,

and hence the students learn by active participation. The activities may vary from one topic to

the other such kind of teaching is often effective for learners in the junior level of studies who

find it difficult to concentrate for a longer period. Taking part in activities make the learners

active and acquire skills. The last category of teachers is the enabler.

Enabler

Enabling is a holistic teaching strategy that combine skill, methodology and awareness

(Brecht, & Ogilby, 2008). A teacher who is an enabler understand the subject matter and has the

methodological know-how and more importantly has an awareness of how individual learners or

groups feel and think. Therefore, such a teacher responds to such issues actively by planning and

developing workable solutions that establish an effective collaboration as well as a conducive

classroom environment. The teacher’s attitude and personality encourage learning. Such a

teacher share control with the learners as such, most of the decision made in the class are

negotiated or shared.

Conclusion

A teacher may be an explainer, an involver or an enabler; however, despite the traits that

may classify a teacher in either of the category’s teachers are important in the society. And

therefore, they should be respected as they play an important role in shaping the future of society

and thus, nation.

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Reference

Brecht, H., & Ogilby, S. (2008). Enabling a comprehensive teaching strategy: Video lectures.

Journal of Information Technology Education: Innovations in Practice, 7(1), 71-86.

Okkinga, M., van Steensel, R., van Gelderen, A. J., & Sleegers, P. J. (2018). Effects of reciprocal

teaching on reading comprehension of low‐achieving adolescents. The importance of

specific teacher skills. Journal of research in reading, 41(1), 20-41.

Peets, A. D., Coderre, S., Wright, B., Jenkins, D., Burak, K., Leskosky, S., & McLaughlin, K.

(2009). Involvement in teaching improves learning in medical students: a randomized

cross-over study. BMC medical education, 9(1), 55.

Ehri, L. C. (2004). Teaching Phonemic Awareness and Phonics: An Explanation of the National

Reading Panel Meta-Analyses.