Teacher vs Learner Roles

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TEACHERS VERSUS LEARNERS ROLES

Abstract: The article describes the roles of teachers and learners in the educational process. It

introduces a basic terminology, presents teachers and learners roles, competences in the

educational process as well as some other factors which influence their roles.

Key words: teacher, learner, roles, competences, relationship, interaction, individualization.

Introduction

The relationship between teacher and learner is forming gradually, and furthermore we cant suppose

that it will be stable forever. So, the participants must look after and develop it permanently. The

teachers and learners hold various roles in the educational process and we think that the

comprehension of the roles can make their mutual relationship better. For this reason, we will provide

the reader with some basic roles, competences and other relevant factors which are important for

effective learning environment. Wanjryb (1992) describes a group of learners with a teacher as

a learning community. The human element shapes human interaction qualitatively and may perhaps

furnish the key to what happens and what eventuates. Hopefully, the topic indicates in some way how

to manage teaching and learning and how to be a good teacher.

Teachers roles and competences

The roles of the teacher can be described in different ways. Firstly, we must begin with the short

explanation of the concept of roles. Oxford Dictionary (2005) describes a role as: an actors part; the

function or position that person has or is expected to have; the function assumed by a person or thing

in a particular situation. Nunan (1989) explains that in the educational environment the term role

refers to the part that learners and teachers are expected to play in performing various learning tasks

as well as the social and interpersonal relationships between the participants. There are literary

hundreds of authors who deal with this topic. Some authors refer to teachers tasks, functions,

competences etc. which is mainly the matter of terminology because the terms are linked to one

another.

The classification of teachers roles can vary because this area is presented diversely by many

authors. We will present the opinions and classifications of different authors which enable us to

compare various theories as well as obtain a comprehensive view on this issue. Harden and Crosby

(2000) present six basic roles of the teacher. These are: the information provider, the role model, the

facilitator, the assessor, the planner and the resource developer. Similar classification presents Brown

(1994). His description of interactive teacher includes the following roles: the teacher as controller

(teacher must maintain control over the class to organize the lesson), the teacher as director (he

keeps the educational process flowing efficiently), the teacher as manager (he plans lessons and

courses, organises the lesson timing etc.), the teacher as facilitator (he facilitates the process of

learning and makes it easier for learners), the teacher as resource (teacher provides advice and

counsel).


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This issue is also examined by Breen and Candlin (1980) who claim that the teacher has three main

roles. The first is to act as a facilitator of the educational process, the second is to act as a participant

and finally the third is to act as a spectator and learner. For comparison Richards and Rodgers (1986)

explain that teachers roles are related to the following issues: different types of functions which

teachers fulfil, the degree of control that the teacher has, the degree to which the teacher is

responsible for the content and interactional patterns that develop relationship between teachers and

learners. The roles of teachers and learners can be complementary. If the learners gain a differentrole, the teacher will have to adopt a different role too. For example, if the role of the learner is rather

active, teachers activity will reduce.

Edge (1993) emphasises the importance of thinking about learners and teachers as whole people

because their individuality can be a source of learning. He declares that all teachers are different. You

can be a great teacher for some people, an alright teacher for some, and you will be a poor teacher for

other. The challenge is to go on developing into the teacher you most want to be.(Edge, 1993, p. 11)

Edge (1993) describes the teacher as the most powerful person in the classroom. There exist various

ways for the teacher to use that power. The most important things that must be taken intoconsideration are:

Organisation - learners need to feel supported and their activities must have clear purpose.

Security - learners will be more able to participate in the lesson if they feel safe.

Motivation - it increases their need to be involved in classwork. Learners are motivated when

they experience success, when they see the relevance of classwork or simply by working on

interesting tasks.

Instruction - learners need to know how to do new things.

Modelling - learners need to be shown how to do it.

Guidance - this represents a helping hand to discover new things.

Information - except basic information learners need sources of extra information.

Feedback - learners need teachers response about how close they are getting to their targets.

Encouragement - learners need teachers support, especially if they fail in some task.

Evaluation - learners want to be informed how well or badly they have performed, they need to

know where they stand.

Every teacher must notify that he is not only the information provider, the task of being a teacher is

more complicated. If the educational process should be successful and effective, the teacher must have

relevant competences. According to Pov (1999) these are: personal and technical competences,

clinical competence and also critical. The first group - personal and technical competences - covers

planning and preparation, organisation of teaching processes, class management, assessment of pupils

progress, professional knowledge and administrative skills. Clinical competence relates to diagnosing

causes to learning or behaviour problems and finding solutions. And critical competence is connected

mainly with knowledge of educational system (understanding of schools as institutions, teachers

rights and duties etc.).

According to Common European Framework (2001) teachers role is wide-ranging: they respect any

official guidelines, use course materials, devise tests and prepare learners for qualifying examinations.

They have to make minute-to-minute decisions about classroom activities and adjust flexibly to current


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circumstances. At the same time, they are expected to monitor the progress of learners, find ways of

analysing and overcoming learning problems, as well as developing individual learning abilities. It is

necessary for them to understand learning processes in great variety and respect learners needs.

Learners roles and competences

There is a close relationship between learners and teachers roles. Their roles can be completely

different in one task, in another task they can merge and complement. Sometimes the teacher andlearner can also interchange the roles. The nature of roles mostly depends on specific target of the

task. The teacher must become aware of learners role at a specific moment to be able to coordinate it

with own teachers role.

Kreis (2004) clarifies these roles of the learners:

Listener - learner listens for details in order to understand the problem and increase his

knowledge.

Writer - learner analyses and integrates information through writing.

Researcher - uses a systematic process of gathering information to analyse and interpret givenissue.

Team member - works on projects as part of a team and support group learning.

Case study worker - analyses case studies to identify and understand the underlying rules.

Apprentice - develops knowledge and skills by working in it under the direction of the teacher.

Context explorer - learner gains knowledge of how others view a problem by exploring the

context they bring to the process (emotions, attitudes, behaviour etc.).

Speaker - orally presents own opinions, acquired knowledge etc.

Builder - learner constructs the knowledge products (essay, portfolio etc.).

Different classification is presented by Richards and Rodgers (1986) and includes the following roles of

the learners:

Learner is the passive recipient who listens to the teacher and has no control over the content

or methods.

Learner is a listener and performer who has little influence over the content.

Learner is an interactor and negotiator and has an active role in educational process.

Learner is involved in a social activity and works as a member of a social group.

Learner is completely involved in a process, must become independent and autonomous.

Learner is responsible for own learning, developing autonomy and has relatively high degree of

control over the content of learning.

As Nunan (1989) aptly remarks, the roles of teachers and learners can be in many ways

complementary. Giving the learners a different role requires the teacher to accept a different role too.

And one role should be specially highlighted - that is the student as an independent learner. Common

European Framework (2001) remarks that learners should be brought increasingly to make choices in

respect of objectives, materials and working methods in the light of their own needs, motivations,

characteristics and resources. The current approach emphasises the pupil-oriented curriculum which

calls for active learners. Teachers and learners roles can depend on their personality and thus

human individuality affects the process of teaching and learning. Edge (1993) points out that all


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learners are different. No two individuals have the same knowledge, skills, experience, behaviour etc.

Furthermore, they are influenced by their age and by different social and cultural background. No

wonder that some learners are more successful than others.

A good teacher should consider these characteristics and respect learners individuality. Firstly, Edge

(1993) reminds that teachers must not see the learners as learning machines because learning is not

just an intellectual process. Learners may have many other things on their minds therefore all aspects

of humanity have to be respected. Secondly, teachers have to inform themselves about their learners.All teachers have to be sensitive to cultural background, social distinctions, personal needs and

learning styles of individuals. And thirdly, teachers have to provide conditions in which learners are

encouraged. In any class the learners are at different stages of personal and intellectual development

therefore the teacher must respect learners individuality. Personality significantly affects how we

react under different circumstances. It is important to realise that we can not use the same attitude to

all learners. It belongs to teachers duty to know properly all the learners. The concept of

individualization is unavoidable.

How to be a good teacher

There have been discussed many thoughts that are essential in teachers profession. In addition to the

issues which have been looked in the previous chapters, there are many others which are related to

this topic. It is not possible to give a clear answer to the question How to be a good teacher because

it depends on the perspective of the person making a judgement. So, this question can be answered in

many different ways.

Sesnan (1997) presents a list of factors which are common for good teachers:

They know their subject well. They understand what you already knew and what you still have to learn.

They want you to do well.

They make their lessons enjoyable.

They use a lot of materials and effective teaching methods.

They always make sure that you understand the subject before starting something new.

Sesnan (1997) summarizes the qualities of a good teacher in three main points:

a good teacher knows what to teach (the subject matter, knowing the subject),

a good teacher knows how to teach (the appropriate methodology of teaching),

a good teacher is on the side of the pupils, he realises their strengths and weaknesses and

always help them to make a progress.

In this context Harmer (1998) adds that good teachers should possess an ability to give interesting

lessons, using the full range of their personality, the desire to emphatise with learners and treating

them all equally. Scott and Ytreberg (1990) remark that teachers come to the job with their

personalities already formed, but there are abilities and attitudes which can be learnt and worked on.

As the teacher of young learners, it helps if the teacher has a sense of humour, is adaptable, patient,

open-minded etc. But even if the teacher is the silent and reserved type, he can develop his attitudesand abilities. The most important thing is respect all learners and be realistic what they can manage at

individual levels. Too demanding or too poor requirements should be discouraging for learners, thus


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teachers expectations must be realistic. Another thing is that teachers have to adopt an equally

attitude to all pupils.

Harmer (1998) shares the similar opinion. He admits that the character and personality of the teacher

is a crucial issue in the classroom. However, being a good teacher does not relate so much to teachers

themselves, but rather to their relationship with students. It is the heart of the matter.

Very interesting point of view gives Ur (1991). She says that teachers who have been teaching for

twenty years may be sorted into two groups: those with twenty years experience and those with oneyears experience repeated twenty times. In other words, sheer time on the job does not secure

plentiful experience and professional progress. Therefore, good teachers must develop throughout their

professional lives and innovate teaching strategies. Ur (1991) mentions some useful tools for further

development and emphasises the importance of private refection and interaction with colleagues.

Personal reflection is the first stimulus for professional progress and necessary basis for further

development. No less important is sharing experience with a colleague. Informal discussions with a

colleague contribute a lot to teachers development. Another way is making observations with the

colleague. For example, teachers can make a mutual arrangement to observe each other and sharefeedback. Obvious sources of feedback can be also own students. It can be strange for some teachers

to ask the learners for feedback on their teaching perhaps because they are afraid of losing face or

authority. Actually, students do not solve this. Moreover, they appreciate being consulted and try to

give genuine feedback. To sum it up, permanent teacher development can solve problems caused by

both first-year stress or later burn-out syndrom. Besides, it is an instrument to satisfaction in

professional work today and to teachers career in the future. Without any doubt, good teachers must

think about their work, be self-critical and try to develop themselves.

Prodromou (1992) concludes that the term good is a very relative one. The good teacher should beable to adapt his or his style and range of activities to suit individual needs, no matter how large or

mixed a group is. Thus, good must be seen, not as a finite term, but one needing infinite

interpretations. (Prodromou, 1992, p. 31)

Being a good teacher corresponds with the roles that have been described above. Hopefully, it will

encourage teachers to improve their potential, develop teaching skills and realize the relevance to

teachers roles.

Conclusion

The way that teachers talk to students and interact with them belongs to the most important principles

in the educational process. When considering teachers and learners roles, many factors need to be

taken into account. The article provides a reader with the different roles and competences that

participants hold in the educational process. Hopefully, the appreciation and uderstanding of this issue

could increase the efficiency as well as enjoyment of learning and teaching.


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BREEN, M.; CANDLIN, C. The essentials of a communicative curriculum in language teaching. Applied

Linguistics, 1 (2), p. 89-112, 1980.

BROWN, D. Teaching by principles: an interactive approach to language pedagogy. New Jersey:

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COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES. Cambridge: CUP, 2001.

EDGE, J. Essentials of English Language Teaching. London and New York: Longman, 1993.

HARDEN, R., CROSBY, J. The good teacher is more than a lecturer. [online]. 2000, [citation 2011-11-

15], accessible at: http://esmeprogramme.org/amee2006/pdffiles/AMEE20.PDF

HARMER, J. How to Teach English. Harlow: Longman, 1998.

KREIS, J. Learner and Instructor Roles. [online]. 2004, [citation 2011-12-15], accessible at:

http://net.educause.edu/ir/library/pdf/NLI0547C.pdf

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NUNAN, D. Designing Tasks for the Communicative Classroom. Cambridge: CUP, 1989.

OXFORD ADVANCED LEARNERS DICTIONARY. Oxford: OUP, 2005.

POV, M. Novice Teacher. Pardubice: Institute of Languages and Humanities, 1999.

PRODROMOU, L. Mixed ability classes. London and Basingstoke: Macmillan Publishers Ltd, 1992.

RICHARDS, J., RODGERS, T.Approaches and Methods in Language Teaching. Cambridge: CUP, 1986.

SCOTT, W.; YTREBERG, L. Teaching English to Children. Harlow: Longman, 1990.

SESNAN, B. How to Teach English. Oxford: OUP, 1997.

UR, P.A Course in Language Teaching. Cambridge: CUP, 1991.

WAJNRYB, R. Classroom Observation Tasks. Cambridge: CUP, 1992.

Contact:Mgr. Jaroslava Kunstov
http://esmeprogramme.org/amee2006/pdffiles/AMEE20.PDFhttp://net.educause.edu/ir/library/pdf/NLI0547C.pdfhttp://esmeprogramme.org/amee2006/pdffiles/AMEE20.PDFhttp://net.educause.edu/ir/library/pdf/NLI0547C.pdf


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Univerzita Palackho v OlomouciPedagogick fakulta, stav pedagogiky a socilnch studiikovo nmst 5, 771 40 Olomouc, RE-mail: [email protected]

Teacher vs Learner Roles

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