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Part 2 Classroom management 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 adopt 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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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 to 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. These are some common situations in which a teacher has to adapt his or her roles so as 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 more 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.

• Some problems with classroom discipline, classroom management and facilitating learning are a result of teachers not adopting appropriate teacher roles.

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 can 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 Facilitator 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?

1 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.

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3 Half the students always arrive late for the lesson because they have gym immediately beforehand. A The teacher gives a worksheet 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 teacherplus.org 3 Look at Classroom management at: cambridgeenglish.org http://www.[неразборчиво]/publication/very/id/158/reacting-to-problem-behaviour macmillanenglish.com 4 Check the following roles in the TKT Glossary or in a dictionary: contributor, counsellor, reflector, active role, passive role, narrator, supportive, unsupportive.

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