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Teacher Roles for Effective Classroom Management

The document outlines the various roles teachers adopt during lessons to effectively manage classrooms and support learners. Key roles include planner, manager, monitor, facilitator, and assessor, each serving different purposes depending on the teaching approach and learner needs. Effective classroom management relies on the teacher's ability to adapt roles appropriately to maintain discipline and foster a positive learning environment.

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80 views4 pages

Teacher Roles for Effective Classroom Management

The document outlines the various roles teachers adopt during lessons to effectively manage classrooms and support learners. Key roles include planner, manager, monitor, facilitator, and assessor, each serving different purposes depending on the teaching approach and learner needs. Effective classroom management relies on the teacher's ability to adapt roles appropriately to maintain discipline and foster a positive learning environment.

Uploaded by

ailen ikert
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd

__ pad Classroom_ma nagemen_t_____

Unit 30 Teacher roles

• What are 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 .

• Key concepts
What roles do teachers adapt during a lesson? List four.

Here are some roles teachers often adopt.

Role The teacher:


1 Planner prepares and reflects on the lesson before teaching, anticipates
problems and selects, designs and adapts materials.
2 Manager organises the learning space, makes sure everything in the classroom
is running smoothly and sets up rules and routines (i.e. things which
are done regularly) for behaviour and interaction.
3 Monitor/Observer goes around the class during individual, pair and group work activities,
checking learning and providing support as necessary.
4 Facilitator provides opportunities for learning, helps learners to access resources
and develop learner autonomy.
5 Diagnostician works out the causes of learners' difficulties.
6 Language resource can be used by the learners for help and advice about language.
7 Assessor evaluates the language level and attitudes of the learners by using
different means of informal and formal assessment.
8 Rapport builder tries to create a good relationship with and between learners.

You'll notice how teacher roles match with different aspects of teaching and with
different stages of a lesson. We can be planners before the lesson, rapport builders
during the warm-up and lead-in phase, language resources during the language
input and practice phase, monitors during role-play, pairwork activities or writing,
and assessors during the lesson, both formally and informally, and after the lesson
when we are correcting learners' work.

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Module 3

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. A teacher using a PPP
approach will, for example, at different times of the lesson, act as a controller, a
model and a guide. However, these teacher roles are not so appropriate for a teacher
using a communicative approach. Teacher roles more suitable for a communicative
approach include facilitator, resource, provider of language, prompter.
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. Imagine a situation where one learner is
dominating the interaction in the classroom, resulting in other learners becoming
annoyed and being unwilling to participate (take part in something). If the teacher
lets the learner continue in a dominating role, he or she could lose the respect of
the other students and will be less able to facilitate (make easier) their learning.
However, if the teacher sets out clear classroom routines and codes of conduct in
which learners take turns to participate and listen to each other's contributions, he or
she will build rapport with the class and provide the learners with a more supportive
learning environment.
There are several common situations in which a teacher has to adapt his or her role
as appropriate to encourage smooth classroom management. These include learners
not completing homework, monitoring learners during pair and group activities,
learners failing to understand instructions, learners chatting during pair or group work
and not focusing on the task.
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 .

• Key concepts and the language teaching classroom


Read these tips and tick the ones which are most important for you.

• 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.
• It 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.

200
Unit 30 Teacher roles

• 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.

FOLLOW-UP ACTIVITY (See page 243 for answers)


Here is an example of a classroom situation. Read and decide which role (A, B, or C)
you think is the most appropriate for the teacher to adopt. Think about what the
teacher might say (the exponents).
1 The teacher has just introduced the first conditional to a group of teenage,
pre-intermediate students through a reading text and wants to find out if they
understand what the structure means.
A Language resource
B Assessor
C Monitor
2 Here are four classroom situations. Read and choose which classroom management
choice (A, B or C) is most appropriate in each case. Why do you think it is the best
course of action?
The teacher has planned to start the lesson by going over homework set in the
previous lesson. However, only half the class have done it.
A The teacher starts the lesson by going over homework as he had planned.
B The teacher puts the students into pairs, one who has done the homework and
one who hasn't and goes over homework with the whole class.
C The teacher collects the homework from the students who have done it and
tells the other students to bring their completed homework to the next class.
2 The teacher has finished what she planned to do in the lesson but there are still
five minutes of the class left.
A The teacher tells the students they can leave the class early.
B The teacher tells students to close their books and to try and remember six of
the new words from the lesson.
C The teacher plays the listening text from the lesson again and tells students to
listen more carefully.

201
Module 3

3 Half the students always arrive late for the lesson because they have gym
immediately beforehand.
A The teacher gives a workbook exercise to the students who come on time.
B The teacher punishes the students who come late.
C The teacher prepares a game on the topic of the lesson for the students who
come on time.
4 The students are passive and always wait for the teacher to tell them the answers
and to give examples. He wants them to participate more actively in the lessons.
A The teacher lets students check answers and ideas in pairs before eliciting
answers from the class.
B The teacher tells the students that they must participate more.
C The teacher asks a question or asks for an example and then waits until a
student answers.

REFLECTION
Think about these teachers' comments. Which do you agree with and why?
1 I like my class to be very organised and I like to be in control. I believe the main
roles of a teacher are to manage and assess.
2 I think of myself as a facilitator in my classroom because I want my learners to
become more independent.
3 I'm in my twenties. My students are the same age as me. I like the classes to be
informal, so I don't think many of the teacher roles are appropriate for me.

DISCOVERY ACTIVITIES

1 Think about a lesson you have taught recently and look at the lesson plan. Which
of the teacher roles in this unit did you use? Were you effective in making these
roles clear to the learners? If not, why do you think that was? Are there any
teacher roles that you didn't use and which, on reflection, you think would have
been appropriate? Write your thoughts and reflections in your Teacher Portfolio.
2 Read An A-Z of Classroom Management by Simon Brown, English Teaching
Publications, Issue 62, Keyways Publishing
[Link] [Link] 2009 I october-2009 I an -a -z-of-classroom -management
3 Look at 'Classroom management' at:
[Link]
and also
[Link] lid I 158/reacting - to-problem
behaviour
[Link]
4 Check the following roles in the TKT Glossary or in a dictionary: contributor,
counsellor, reflector, active role, passive role, narrator, supportive, unsupportive.

202

Common questions

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Teachers can help students adjust to new roles by providing learner training and introducing new roles gradually. For example, if students are used to seeing their teacher only as a manager, introducing the facilitator role slowly will prevent confusion. Clear communication about the purpose of each role and how it contributes to learning can foster acceptance and adaptation .

When planning lessons, teachers should first identify which roles they will take on during each lesson stage. They need to consider the lesson aims, the types of activities planned, and the learners' age, level, and attitudes. It is crucial for teachers to express their roles clearly using appropriate language and actions, ensuring that students understand and adapt to the different teaching approaches being used .

In situations where students are consistently late due to prior commitments like gym, the teacher might take on the role of an organizer by preparing engaging activities such as a game focusing on the lesson's topic for students who arrive on time. This approach not only maintains class momentum but also motivates punctuality without punitive measures, thereby fostering an inclusive and supportive learning environment .

The facilitator role involves creating opportunities for learning and helping students access resources, which encourages learner autonomy by fostering a self-directed learning environment. As a language resource, the teacher supports this autonomy by being available to provide help and advice about language as needed, enabling students to confidently explore language use on their own. Together, these roles support the development of independent learning skills .

Inappropriate teacher roles can lead to a lack of respect or disengagement from students. For example, if a teacher fails to intervene when one learner dominates classroom interaction, it can cause other students to become annoyed and unwilling to participate, disrupting the learning environment. Effective classroom management depends on teachers adopting roles that foster discipline and organized participation, whereas inappropriate roles can obstruct these aims .

In a PPP (Presentation, Practice, Production) approach, teacher roles such as controller, model, and guide are emphasized to lead learners through the progression of lesson sections. The teacher typically presents material, practices it with students, and then guides them through production tasks . In contrast, a communicative approach prioritizes roles like facilitator, resource, and prompter. Teachers focus on creating opportunities for students to engage in meaningful communication, encouraging their autonomy and facilitating interaction rather than directly controlling it .

Using paired work with one student who has completed the homework and another who hasn't can be effective in maintaining lesson flow and ensuring productive use of class time. This strategy leverages peer learning while allowing the teacher to adopt the role of a facilitator. It also minimizes disruption and encourages students to complete assignments to avoid relying solely on peers . However, it requires careful management to ensure students benefit equally and do not develop dependency on others’ work.

A teacher may need to switch from monitoring to being a language resource if they notice that students are struggling with understanding key language points during a task. This switch is critical to address immediate learning obstacles and to ensure students can proceed effectively with their work. By clarifying misunderstood concepts, the teacher ensures that students are equipped to continue learning autonomously, maintaining the lesson's flow and efficacy .

Less experienced teachers may initially feel comfortable using only a limited number of roles. They can address this by gradually extending their repertoire through practice and experience, identifying appropriate roles for different activities and lesson stages. Introducing roles slowly helps students adapt to different teaching styles, reducing confusion and fostering a positive classroom atmosphere .

Establishing clear routines and codes of conduct promotes a structured environment where students understand the expectations and feel secure. This predictability fosters a trusting atmosphere, helping the teacher build rapport with students. When students know that their contributions are valued and that their learning environment is safe, they are more likely to participate actively and collaborate, enhancing the overall classroom dynamics .

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