Professional Documents
Culture Documents
Teacher's Roles
Teacher's Roles
FACULTAD DE IDIOMAS
TRABAJO RECEPCIONAL
Ttulo:
TEACHERS ROLES
PRESENTAN:
Araceli Guadalupe Durn
Ada La Guevara Castaeda
DIRECTORA:
Barbara Scholes Gillings
CO-DIRECTORA:
Patricia May Reidy Ryan
Septiembre 2013
ABSTRACT
This qualitative inquiry regarding the roles EFL teachers play in the classroom was
carried out at a University School of Languages in Xalapa. In order to collect data,
semi-structured interviews were used as the main research method to explore and
examine teachers perceptions about their practice. Subsequently, aspects of
Grounded Theory were adopted to analyze and interpret the gathered information.
By these means, it was discovered what teachers should do in the classroom, and
in contrast, what, in fact, they really do. In sum, as a result of this research, it was
possible to not only identify and understand the common roles teachers play in the
classroom, but also different roles that are not mentioned by the experts regarding
this topic.
Contents
ABSTRACT ........................................................................................................................ 2
INTRODUCTION ................................................................................................................ 6
CHAPTER 1
ISSUES RELATED TO TEACHERS ROLES ..................................................................... 9
5. Participants .................................................................................................................. 23
Implications ........................................................................................................ 51
Limitations of this research study ....................................................................... 52
Further research ................................................................................................ 52
Personal reflection ............................................................................................. 52
APPENDIX 1 INTERVIEW GUIDE ................................................................................... 54
REFERENCES ................................................................................................................. 57
INTRODUCTION
Both students as well as teachers are important in the classroom. In a
metaphorical sense, Harmer (2007:107) states that the teacher is like a gardener,
because he/she plants the seeds and then watches them grow. According to this
metaphor the student is the fertile land, and the seed is the knowledge that is
planted by the teacher. He/she is considered as the gardener who takes care of
the students by performing different actions called roles. During his/her
professional life, a teacher plays a wide variety of roles, in different scenes, places,
and scenarios: in and outside the classroom, at the school, and even at home.
However, this study examined the roles teachers play in the classroom owing to
the fact that it was noticed that this issue had not been thoroughly investigated
before.
Rationale
Up to the present, the topic about teachers roles has been studied in a general
way. That is why we considered it necessary to study in depth, not just all the roles
teacher play, but the roles a foreign language teacher plays in the classroom.
This topic is very useful for both teacher trainers and mainly in-service teachers,
because it will help them to know more about the roles that perhaps they should
play, as well as the roles teachers may play due to the different situations that may
occur in the classroom. Therefore, the findings of this research may help teachers
to improve their practice.
Objectives
The aims of this inquiry were:
To find out the perceptions teachers have about the roles they play in the
classroom.
To notice the factors that may influence teachers roles in the classroom.
To know how teachers feel when they perform these roles in the classroom.
Research questions
This research was based on the following questions:
Main research question
What is the nature of teachers perceptions concerning their roles?
The research was focused on this question, which covers all the aspects about the
topic, including the roles teachers play in the classroom, and the way they feel
about these. To discover the answer to this question the following sub-questions
were designed:
Research Procedure
Chapter One: Reviewing the literature: Issues related to teachers roles discusses
some aspects related to teachers roles. Firstly, it includes a brief definition of what
a role is, as well as some other related terms. Secondly, the roles a university
teacher performs are mentioned. Thirdly, the roles a foreign language teacher
plays in the classroom are described. Finally, the factors that may influence the
performance of these roles are presented.
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Chapter three: EFL teachers perceptions regarding the roles they play in the
classroom presents the findings based on the data obtained from the interviews.
The findings include the roles teachers play in the classroom as well as their
feelings when they perform these roles. Then, it presents the roles teachers prefer
to play as well as their feelings when required to play a new or different role.
Finally, the Conclusion summarizes the aims of this research and how it was
carried out and the important findings that were discovered. These are followed by
the implications and limitations of this study. Finally, a proposal for future research
is presented.
CHAPTER 1
ISSUES RELATED TO TEACHERS ROLES
This chapter provides information about what experts state regarding teachers
roles. It is divided into four sections. The first section is about the concept and
definition of role, as well as some related terms. In the second section, the profiles,
functions, attitudes, behaviors and roles that teachers are required to play in
Mexican universities are discussed. Then, in the third section, the concepts and
definitions of the usual roles that English teachers perform in the EFL classroom
are explained. Finally, some factors that may influence teachers roles such as
behaviors, attitudes and activities are explored.
1. What is a role?
In society, during our daily lives, we play different roles that differ from each other,
depending on the circumstances and the environments in which we live and work.
Some roles and behaviors are performed out of choice, others are hard to develop
when they are imposed (Vilar, 2003). For the purpose of this work, the roles
focused on are those that EFL teachers usually play in the classroom. According to
Hedge (2000) the term role is a word that has become very common in English
Language Teaching (ELT). It is used to indicate teachers and students
performances during a lesson or a series of lessons on a particular subject. In the
context of the classroom, both teachers and learners may have previous
knowledge or an idea about which are the most suitable actions that will define the
role each plays or develops.
Role Conflict is when there seems to be confusion about what teachers are
supposed to do in the classroom. This happens when the teacher cannot
distinguish between the roles he plays in the classroom and the role of examiner or
administrator of a test to determine students qualifications (McDonough & Shaw,
1993).
Role Expectations refer to the correct and suitable actions expected from the
individual as part of a role that has been given by the institution, organization, etc.
That is, the roles authorities expect teachers to perform (Vilar, 2003).
Role Set refers to the individuals and groups of people who interact with you in a
place or in your daily life (McDonough & Shaw, 1993). For example, the teacher in
the school interacts with his or her students and everyone who works at this
particular place: headmaster, senior teacher, technicians, other teachers in the
school, other English teachers and secretaries (McDonough & Shaw, 1993: 286).
However, for Vilar (2003) these people not only interact with the individual, but also
influence the way the individual acts or behaves in various situations.
In addition, Handy (1985 in McDonough & Shaw, 1993) includes more concepts
related to role such as role ambiguity, role overload, and role stress.
Regarding the concept of role ambiguity, it happens when the teacher is unsure
about the action and/or behavior other people expect from him/her in a specific
situation. Role overload is caused when the professor cannot play all the roles
expected of him/her due to the number. It could be when he/she has many
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responsibilities, tasks in the school, inside and outside the classroom and is unable
to accomplish them. As a result, this could cause role stress, which is divided by
Handy (1985) into role pressure and role strain.
2. Roles of Teachers
In a school, a variety of roles are performed and expected of a learner and a
teacher. In the case of a student, he/she is expected to behave in a good manner,
cooperate with the activities carried out in the classroom, address the teacher and
other students with respect, etc. A teacher is expected to keep the order inside the
classroom, to teach, to act as a guide, etc. Some experts consider that the teacher
has the right to give orders or make decisions concerning students (Vilar, 2003).
Perhaps the most important role of a teacher is that of creating and maintaining
quality in education (Leu, 2005). Quality in education has been an issue of
research in many countries including Mexico. According to Leu (2005), the teacher
plays an important role in the quality of education. In order to achieve high quality
learning, teachers should take advantage of their professional attitudes, energy,
and motivation, in combination with their teaching skills (Leu, 2005:22). According
to Reyes (N.D.) the teacher should have a theoretical framework in education (1);
conduct research and carry out innovative activities; develop teaching and learning
strategies and motivate students; assess the learning and provide advice, as well
as help students to gain knowledge. However, for Neira (N.D.), university teachers
should also develop the intellectual abilities of their students, and should not only
be learning facilitators, but also teachers who help learners to form their identity as
university students.
As a result, in the classroom many roles, behaviors, actions are expected from the
teacher who develops and/or plays diverse kinds of roles according to the needs of
his or her students. Vilar (2003) in her study mentions that a teacher has two main
roles or functions in a classroom: the enabling or managerial function and the
instructional function. In the first one the teacher:
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creates the conditions under which learning can take place: the
social side of teaching; and in the second the teacher is the socalled instructor, to impart, by a variety of means, knowledge to
their learners: the task-oriented side of teaching.
(Vilar, 2003:4)
Vilar (2003) also mentions that in a class the teacher can perform both at the same
time and that it is not easy to separate them from one another. However, these are
only two roles. There are many more which will be discussed in more detail in the
following section.
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3.4 Monitor
The teacher plays the monitor role when he/she checks that all the activities are
going well in the classroom when students are working on their own or in groups
(Spratt, 2005). During the monitoring, the teacher checks abilities, fluency,
pronunciation and can see also if students have problems with something specific
(vocabulary, structures, etc).
3.5 Organizer
More than just giving classes; the teacher needs to know what to do first and what
to do after. For this reason, when being an organizer, it is important that the
teacher plans classes and the mechanics of the lesson. Watkins (2005) adds that
in this role the teacher has to take into account the different factors of the context
he/she is working in, for example:
How many people will work in a group? Which students will work
effectively together? What instructions do students need? How can
you make instructions clear will an example and/or a
demonstration help? How long should an activity take? Where will
students sit? What will you do about late arrivals to the class?
(Watkins, 2005: 18)
3.6 Participant
When students are carrying out different activities in the classroom it is very
common that the teacher is situated at the back or sitting at his/her desk just
allowing the students to perform the activities, intervening from time to time, giving
feedback and correcting mistakes only when it is necessary. However, there are
moments when teachers also could attach themselves to the activities, that is, as a
participant. An advantage of the teacher being a participant is that students can
feel more secure and enjoy the activities with their teacher. An important
disadvantage would be that when the teacher takes the role of participant, he/she
can lead or take over the activity, preventing students from participating freely
(Harmer, 2007). Generally, according to Sprat (2005:145) the teacher makes sure
all the learners are taking part in the activities.
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3.7 Prompter
Harmer (2007:109) affirms that:
when students lose the thread in some activities such as role
plays, the teacher has to hold back and let the students work
things out by themselves or encourage them forward in a discreet
and supportive way. If the teacher opts for the latter he/she is
adopting a kind of prompting role.
In this kind of situation he/she wants to help, but does not want, at that stage, to
take charge. When a teacher prompts, he/she needs to do it sensitively and
encouragingly, but, above all, with discretion. If the teacher is too firm, he/she risks
taking initiative away from the student. If, on the other hand, he/she is too retiring,
he/she may not supply the right amount of encouragement (Harmer, 2007). That is,
when the teacher performs the role of prompter he/she helps students to recall and
answer a question. An example is mentioned by Hedge (2000):
Teacher-Do you remember how we described Mr. Birlinds
character yesterday? We said he was Student-Yes, he was a
hypocrite; he was unfeeling, cold
(Hedge, 2000: 29)
3. 8 Resource
Teachers act as a resource when students need the help of the teacher. That is,
when students ask how to say or write words or sentences, need to know the
meaning of unknown words or simply ask for information during the different
activities they carry out in the classroom (Hedge, 2000). Spratt (2005: 145)
summarizes this by stating that the teacher can be used by learners for help and
advice.
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3. 9 Counselor
The role of the teacher as a counselor could appear or sound like a psychologist or
therapist, but it is not. As Fremman (2011) mentions, a counselor in the classroom
is able to know how to deal with learning situations. It could be some problems with
one or more of the four abilities (speaking, listening, writing, reading), or more
specific situations regarding pronunciation or grammar problems. In these cases,
the teacher as a counselor needs to be very clever to understand and to give the
required support to the students, who are having certain problems with the target
language (Freeman, 2011). In addition, the teacher should help their students to
make them aware they are able to find a solution to their own learning problems
(Dash, 2008). At the beginning, students depend on the teacher, but students may
learn from the teacher and continue practicing and studying to eventually become
more independent and autonomous.
3.10 Facilitator
The role of the teacher as a facilitator consists in encouraging and facilitating the
students with the necessary tools and support in order to be more autonomous,
and focused on the difficulties (Barrows & Tamblyn 1980; Davis & Harden
1999).This role is important because in the constructivism approach to learning,
that means knowledge is constructed in the mind of the student and is constantly
involving (Brooks & Brooks, 1993 in Harden & Crosby, 2000: 10). It is the teacher
as a facilitator who has to facilitate that process, but above all, to act as a guide to
students by creating appropriate situations in order to acquire the desired
knowledge (Dash, 2008), however, he/she does not have to act like an information
provider (Harden & Crosby, 2000: 10).
3.11 Motivator
Motivation is an important aspect the teacher needs to consider in the classroom
and obviously with the students. Motivation is defined by Harmer (2007:98) as
some kind of internal drive which pushes someone to do things in order to achieve
something. However, the motivation concept is divided into two: intrinsic
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motivation which comes from inside the person, and extrinsic, that is, motivation
which comes from the outside. In the latter, it is the teacher who has to push and
help foster students motivation thereby being a motivator. Extrinsic motivation is
enhanced by the teacher by means of different ways. Regarding this, Harmer
(2007) refers to five: the first one is affection. Students can feel motivated if they
perceive that the teacher cares about them. The second one is achievement,
students tend to feel motivated by success, and therefore it is the teacher as a
motivator who has to encourage students to want to learn through hard work and
effort. The third one is attitude, students need to feel confidence and to know that
the teacher is a prepared person who knows what he/she is doing. It refers to the
attitude the teacher shows to the students regarding his/her job. The fourth way
Harmer (2007) considers are activities, the teacher as a motivator needs to use
activities which students enjoy, taking into account students learning styles and
also that the activities are related to what the teacher is teaching. The last one is
agency which means to give a kind of power to the students to make decisions
about what they want or need for homework, for example. Thus achieving that,
students become more autonomous and take responsibility for their own learning.
As Harmer (2007:102) affirms, the more we empower them and give them agency,
the more likely they are to stay motivated over a long period.
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3.13 Diagnostician
This role is very important in the teaching field. According to Spratt (2005: 145) the
teacher acts as a diagnostician when he/she is able to recognize the cause of
learners difficulties. That is, the teacher has to discover why students do not learn
as easily as others or why a topic is difficult for them. Consequently, the teacher is
an essential element in the teaching and learning process.
In conclusion, there are many roles that a foreign language teacher has to play in
the classroom. There are roles with different characteristics as well as behaviors,
attitudes, perceptions and factors that influence the performance of these roles.
The aspects already mentioned in this chapter are based on the point of view of
diverse authors and the knowledge of experts in the EFL field. The methods used
to carry out this inquiry are described below.
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CHAPTER 2
METHODOLOGY
Methodology is one of the most significant chapters in this research. It is divided
into six sections. The first deals with the qualitative methodology used in this
research. The second deals with the methods used to collect the data. The third
describes the data collection and analysis processes. The fourth presents the
research context. The fifth provides information about the participants involved in
this research. Finally, the sixth details the research procedure.
1. Methodology
The issue explored in this inquiry is teachers roles. This refers to the actions
each teacher as an individual develops or plays during his/her practice. This case
study was based on qualitative research, which we chose in order to expand
knowledge and to obtain information that could provide a better understanding of
teachers roles.
assumptions.
Qualitative
research
is used
2.1 Interview
Hannan (2007) and Denzin (2003) consider the interview as a conversation
between the researcher and the respondent. However, for Denzin (2003) it means
more than that. He considers that the interview is the art of asking questions and
listening (Denzin, 2003:36). According to Kvale (1996) the interview is perhaps the
most commonly used method to conduct qualitative research. In addition,
interviews are considered to be a valid source of information. In this research we
did not just ask and listen, we were also looking for veracity and real information
from a real context.
There are three major types of interviews, taking into account the way in which
each is developed and carried out: structured interviews, unstructured interviews
and semi-structured interviews (Hannan, 2007). According to Hannan (2007), the
structured interview is suitable when the researcher wants to focus and know
certain aspects and information from the interviewee. In this type of interview the
researcher has the questions organized from general to specific aspects according
to what he/ she wants to know. In contrast, the unstructured interview is conducted
using general ideas about the topic of the interview. The aim of this type of
interview is that relevant topic points come up in a natural way when the interview
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is carried out. It is used when the researcher really needs to discover what the
interviewee thinks through the development of empathy and trust. The third sort of
interview is called semi-structured which has some arranged questions, but they do
not have a planned answer. This interview may develop in several ways and it is
flexible because the researcher and the respondent can decide what topic they
discuss first and then which next. Consequently, this research employed a semistructured interview because this technique is good for obtaining information about
peoples behavior and perceptions and for encouraging long and complex
responses (Hannan, 2007). It was used in order to obtain information about the
participants perceptions of their roles as English teachers.
3. Data Analysis
One of the most important approaches to qualitative research is Grounded theory.
This approach was innovated by the Sociologists Glaser and Strauss in the 1960s.
Strauss and Corbin (1990) state that grounded theory derives systematically from
the collection and analysis of data related to a phenomenon. Denzin and Lincoln
(1998) define it as a methodology used for developing and producing theory from
data and evidence analysis. In this study, firstly, the data was collected through
recorded interviews; secondly, these interviews were transcribed. Then the
transcriptions of the interviews were analyzed in order to generate theory that is
grounded in the teachers responses (Gillham, 2000). This analysis is
characterized by employing two approaches: the constant comparative method and
theoretical elaboration. The constant comparative method is used by the
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researcher to collect, code and analyze data, as well as to verify the findings at the
same time. The theoretical elaboration approach is used to discover the categories
revealed by the data (Vasilachis, 2006). In the analysis process the relevant
information was identified, while at the same time it was classified into different and
possible categories to be used in the research.
4. Research context
This inquiry was carried out at a university in Xalapa, Veracruz, in particular at the
School of Languages that has been implementing and adopting a new educational
model called MEIF (Flexible and Integral Educational Model) since 2008. The most
significant aims of this model are to promote students autonomy, as well as their
interaction with the student community of other Schools to complement their
knowledge in their professional field. As a result, the main role of the teacher has
changed from that of a traditional teacher to that of a facilitator.
5. Participants
In order to explore and achieve an understanding about the teachers roles and
their perceptions, the participants of this study were six EFL teachers. The majority
of them had studied at this school. Nowadays, they give classes in all the
semesters at this School. Most of these teachers have more than fifteen years of
experience in teaching EFL. In order to respect their anonymity their real names
were changed.
5.1 Ernest
Ernest studied the BA in English Language and has a Diploma in TEFL at this
School of Languages. He obtained the Certificate of Teaching English from
Cambridge University. He went to the United States where he obtained a Masters
Degree in 2006. At present, he is studying a Ph.D. In terms of teaching experience
he has worked at a number of different schools such as elementary schools,
middle schools, high schools, as well as in private English Language Institutes in
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both Mexico and the United States. He has worked at this particular university in
Mexico since 2008.
5.2 Fer
Fer studied the BA in English Language at this Mexican university. He studied the
Masters in Spanish, Linguistics, Culture and Literature in Spanish Language in San
Jose State University in San Jose, California. In terms of teaching experience he
worked first in primary and high schools in the United States for ten years. At this
Mexican university, he has worked at the School of Literature teaching subjects
such as Spanish phonology and phonetics. At present, he works at the School of
Languages where he teaches many subjects related to the English language. He
has worked here for six years.
5.3 Cooper
Cooper studied the BA at this School of Languages. He obtained the Masters in
Teaching English as a Foreign Language. In terms of teaching experience, he
began working at this School in 2002. He started to give classes when he was
studying the sixth semester of his BA degree in prestigious primary schools and
universities.
5.4 Marie
Marie has a TEFL diploma and Masters degree. She has been teaching for about
fifteen years. She has taught all levels, as well as students of different ages. She is
the English coordinator of a primary school. She is also teaching here at the
School of Languages as a teacher of different subjects related to the teaching
area.
5.5 Pauline
Pauline is a native English speaker. She studied English and Spanish in Chicago.
She has a Masters Degree in Mexican History and a MSc in TEFL. She has also
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taught English at a U.S. university. She has been teaching at this school for about
30 years.
5.6 Charlie
Charlie studied the BA in English Language at this school. Then, he studied the
Masters in Education and now he is studying a Ph. D. He started to give classes in
Junior high schools on Saturdays when he was in the second semester of the BA.
He has worked at this School of Languages for fifteen years teaching from
beginner to advanced levels.
6. Research Procedure
First of all, a considerable amount of literature about teachers roles by different
authors was reviewed. A variety of definitions regarding different teachers roles
that are developed in the classroom were found, including significant related
issues. Relevant information, considered as necessary, was selected in order to
understand, defend and support our work.
Although we had useful information for this work, it was not enough because we
needed to obtain real results from a specific context. Therefore, we decided to
interview teachers in order to discover their perceptions about their actual roles. A
research interview guide was designed for this purpose (Appendix 1). This
included: the specific interview questions asked about the roles teachers play in
the classroom, the roles they prefer to play, and their feelings when required to
play a new or a different role. Six teachers were selected to answer these
questions taking into account how good teachers they are and their experience as
teachers. We approached these teachers when they were in their classrooms or in
the corridors of the School of Languages. The appointments were arranged with
them according to their availability.
The interview was piloted first with a teacher at the School of Languages. While
interviewing the teacher it became apparent that it was necessary to change some
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CHAPTER 3
EFL teachers perceptions regarding the roles they play in the
classroom
In this chapter, the findings which give response to the five research sub-questions
are discussed. What roles do teachers play? What are teachers perceptions of
these roles? Which role or roles does the teacher prefer to play? How does the
teacher feel when asked to perform a new role? In addition, this chapter presents
the collections of categories that were found. The first collection is about the roles
teachers perform in the classroom. The second collection is about the roles
teachers prefer to play in the classroom, and the third collection is about the
teachers feelings when required to play a new or a different role in the classroom.
1.1 Assessor
Most of the teachers seem to play the assessor role in the classroom as part of
their job as a teacher. According to the data, they seem to be aware of this as a
task or as a role, as they give and check assignments, as well as give feedback to
students. As Ernest claims in representation of what most teachers believe.
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Its one of the roles of the teachers. It is one of the tasks that
teachers have to perform in the classroom, thats part of his work,
he has to be there. Students work, they give you the work and you
give them feedback.
(E/I1/26/09/12)
In addition, many teachers point out the importance of this role for teachers and
students. According to the data, the performance of this role, when checking
assignments, seems to be a tool to notice what students did not understand in the
class and what needs to be explained again. Many teachers give the impression of
taking advantage of the observation of students performance in the classroom and
they give feedback face to face. As Fer highlights:
listening and writing. According to the data, sometimes the teacher provides
students with feedback or simply points out what is wrong in their assignments.
This way of checking students writing offers students the opportunity to correct
their mistakes by themselves; as a result students become their own assessors. As
Fer states:
1.2 Controller
According to the findings in the data, the teacher is a manager. That means that he
or she is in charge of the class. The teacher as a manager needs to have the
control of the class developing in this manner the role as a controller that is played
in different ways. Some teachers are controllers just at particular moments during
the class, for example, when the students work in teams with projects. Every
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teacher has his/her own style to play the role as a controller. For example Marie
mentions:
I organize the way I will work in the class. I plan different kinds of
activities. I assign them to my students to work individually, in pairs
or teams. In that way I can control them.
(M/I1/22/10/12)
Marie uses her planning to control the class by using plenty of activities. It may be
a good way to satisfy students learning styles, for instance when students who do
not like to work by themselves work with other classmates. At the same time the
teacher can control the class and create a good atmosphere in the classroom.
Regarding the students behaviors some teachers do not consider it necessary to
control the students, as Ernest says, I dont have problems controlling the class. I
think all students here in the school behave very well (E/I1/26/09/12). As we know,
the context in which these teachers work is a university means, that students are
more responsible and they behave in an appropriate manner because of their age,
that is why the teacher does not need to be a strict controller in the sense of
behavior, only when the activities are being carried out. As Ernest also mentions,
the teacher needs to be in control all the time even when he just lets students do
whatever they are supposed to do (E/I1/26/09/12).
The same stance is summarized by Cooper, but he also considers the moments in
which students have the control:
I think there must be the control always, but there are moments in
which the student is going to have the control of some activities.
For example, some projects that they have to do in teams for the
following class or the following week.
(Co/I1/19/10/12)[Translation]
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In a classroom it is very important to be in control, not only of the class, but when
to give the students the opportunity to take control during their activities, in an
independent way (cf. chapter 1: 3.2).
1.3 Provider
According to the findings in the data, the teacher as provider gives students
information and material. As an information provider, the teacher is aware that
students want a teacher who can provide knowledge, explain any topic in front of
the class and give good examples. Generally, they expect the teacher to have an
excellent language level so that the teacher can communicate to them what he/
she knows about any topic in a good way. According to the teachers perceptions
Ernest mentions, students expect someone who has a good level of English and
can convey to them the information that he or she has (E/I1/26/09/12).
Although the teacher seems to be the person who possesses and shares with
students what he/she knows, students are the ones who decide what they learn or
not from him/her. For this reason, the teacher may not consider him/herself a
transmitter of knowledge:
I dont believe that the role of the teacher is some kind of
transmitter of knowledge. I dont think so. I think you got the
knowledge, you share with them but you cant really transmit it, you
know you just share what you have and they decide what they take
from you or not...
(E/I1/26/09/12)
However, the teacher as a material provider gives students the appropriate
material according to the topics of the syllabus, as Cooper points out:
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1.4 Monitor
Another important role played by the teacher in the classroom is the role of a
monitor, which consists of checking that students work in a good manner during
the class according to Spratt (2005). Ernest also defined this role as:
Somebody supervising work not doing the work, just making sure
that the others are doing good work he just lets students do
whatever are supposed to do, stand up, move around, talk, etc.
You are the person supervising, making sure that things are
happening in the way they should be happening
(E/I1/26/09/12)
As Ernest highlights to be a monitor does not mean to be sitting in the corner or at
the desk just observing what students do, to be a monitor consists in walking
around the classroom checking students work. A good monitor should talk to the
students, and check if they have doubts and try to resolve them at the moment if it
is possible. It is to check that students are developing their work in a good way,
helping them at any time they need it (c.f. chapter 1:3.4).
1.5 Organizer
This role seems to be one of the most principal roles teachers assume in the
classroom. The teacher plans his/her class by organizing what he/she is going to
do first and what he/she is going to after with his/her students, including the
33
Some of the teachers seem to be active teachers because of the different ways
they organize their students. For example, Fer considers, in your class you have
to organize your students in different ways, in small groups, trios and pairs
(F/I1/10/10/12) [Translation]. When organizing the way to work in class with
different activities, working in pairs or teams, as Fer says, teachers also have to
consider many aspects such as the students language level, skills and abilities so
that students may help each other. As Cooper states:
1.6 Participant
The teacher in the classroom is also a participant because he/she takes part in
some activities with his/her students. As Fer affirms, Im a participant in many
activities; I take part in the activities as if I were one more student (F/I1/10/10/12)
[Translation]. Some teachers consider this role is necessary and other teachers are
aware that students expect them to be a participant. In addition, in this way they
can work with students more directly, together like a team as Ernest mentions that,
with the students I think that is what they expect from me some kind of team
worker (E/I1/26/09/12). What Ernest tries to explain is that sometimes students
34
expect the teacher to assume this role and thus be one of them - an active
participant. In addition, however, they should monitor students, give feedback at
the moment, and help them to learn. According to this Ernest states, I believe
more in collaborative work, working together in order to achieve aims
(E/I1/26/09/12).
Some teachers like Ernest consider this role as collaborative work in order to
develop, in this case, language competence. This role seems to be significant due
to the fact that direct interaction between teacher - student in any activity or
exercise seems to help the students. It gives the opportunity to the teacher to
monitor and check specific aspects such as pronunciation, grammatical structures,
or any mistake that could appear during practice, and correct students at the
moment. By being a participant, the teacher can help the student to improve and to
learn better. This role could be influenced by teachers beliefs as he believes in
working as a team (c.f. chapter 1:4).
1.7 Prompter
The teacher as a prompter encourages students without them realizing it.
According to the data the teacher seems to elicit information from students in order
to activate students schemata and to help students participate in class. The
performance of this role seems to be influenced by students characteristics. As
Marie maintains:
If I have passive students and if those students dont want to
participate, I try to be a prompter for example, and I try to elicit
information from them.
(M/I1/22/10/12)
In conclusion, this role seems to be significant to help to recall what students
already know or have seen and heard before about any topic, as Hedge (2000)
describes (cf. chapter 1: 3.7).
35
1.8 Resource
Teachers are aware of the performance of this role, as Ernest states, I think you
are a resource, youve got the knowledge, you share with them what you know
(E/I1/26/09/12). As this extract highlights, the teacher is who has ample knowledge
which is shared with the students in class. However, also if they have questions or
need to know something specific even when there is not something clear enough.
It is when the teacher plays this role. This finding seems to be consist with what
Spratt (2005) summarizes (cf. chapter 1: 3.8)
1.9 Counselor
Interestingly, this role seems to be very important in the classroom. Some teachers
perform this role to help and talk to their students when they have problems,
especially with their language learning. It could be when the teacher realizes that
students are not performing very well in the class and the teacher decides to talk to
them, to find out why they are not carrying out their assignments as they should.
So, the teacher offers his/her help to them, as Ernest points out:
36
1.10 Facilitator
The role as a facilitator or guide seems to be performed in a significant way in the
classroom. Teachers think that the main role they should play at this level, in the
university, is a facilitator, as Cooper mentions:
practice their autonomy and to be responsible for their own learning. For this
reason, the teacher just has to be a guide.
According to the findings in the data, the teacher seems to be the person who
guides students to learn the right things, but also the most important things in the
easiest way possible to obtain the desired results. The performance of this role
could be influenced by the short period of time (trimesters). As Cooper mentions:
1.11 Model
The teacher also develops the role as a model in the classroom, which means to
exemplify what students have to do as Ernest says:
sometimes we as teachers tend to talk a lot, talk and talk and its
boring and many times it is much better to show students what you
expect them to do. So, sometimes simply you act out or role play
what you want to do so they can get the picture. I think it is a good
strategy.
(E/I1/26/09/12)
More than a role, Ernest highlights that to be a model is a good strategy. As a
result, students can understand and do the activities much better because of the
example of the teacher. As Marie mentions, if you provide them with the model,
that is easier for them. They can perform better (M/I1/22/10/12).
The importance of this role is that students can develop all the skills and
competences needed in their career with the teachers help. Therefore, he/she
should show the student how to do the activities or develop certain skills when
learning a language. As Fer affirms in representation of what other teachers
considered, It is very important, especially when you are working with a language
class (F/I1/10/10/12) [Translation]. Fer highlights this because as we know when a
foreign language is studied, it is necessary to have language proficiency. For
example, when speaking, it is necessary to have good pronunciation, to know
about phonemes and articulation. Regarding this, Fer maintains that he model[s]
the articulation and phonemes three or four times, then I give examples and I also
use reading activities to practice (F/I1/10/10/12) [Translation].
What this teacher does is an excellent example of what a teacher as a model does
in the classroom. First of all, he shows the manner of articulation more than once.
Then, he gives plenty of examples to students. Finally, when students are reading
the teacher could realize if students can pronounce the words correctly. If it is not
39
the correct pronunciation, the teacher corrects at the moment, and models again if
it is necessary. These actions seem to confirm what is stated by Harden and
Crosby, (2000) (cf. chapter 1: 3.12).
1.12 Diagnostician
This could sound like something medical, but it is not. This term is also used in the
classroom. The teacher as a diagnostician has to be able to detect the necessities
or deficiencies students could have and try to give a solution or support. There are
several ways to notice the necessities or deficiencies as Cooper affirms:
Tasks are a way, I've always told my students that the purpose of
the task is not to stress them or complicate their lives, but that they
detect or that I realize where they have certain weaknesses and
work on that, then that is one way. Other one is when I ask them to
take part, sometimes I ask volunteers, but sometimes by the way
you are seen by the pupil, like they bend their head or turn their
sight you realize that they are not dealing very well, or that it is
hard for them. And already in a particular way I ask certain persons
and detect if they dealt with it or not, if they have any mistakes or
not, this is way is how I notice it.
(Co/I1/19/10/12)(Translation)
As we could see in the last extract, to diagnose the faults that could exist in the
students learning, it is important to implement strategies. As Cooper mentioned, it
can also be done through activities, although not so directly. Teachers could use
different strategies or activities, but there are some times in the classroom when
nothing works and students do not ask anything. That is when the teachers need to
use alternatives such as Pauline mentions: They dont really tell you when they
have doubts. You have to go through the back door (P/I1/23/10/12). Pauline
focuses on something that is very common in the classroom; students do not show
or say they need help. To know what is happening to the students and their
learning is part of the role of a diagnostician. It is when the teacher should
investigate in fact what is happening, as Pauline mentioned go through the back
door which means finding an alternative route to understand the students.
40
On the one hand there are teachers who develop this role or try to develop it in
different ways; on the other hand there are some that do not do it completely or do
not give it too much importance as Ernest affirms:
1.14 Motivator
Motivation is an essential factor in the classroom. This role is developed in different
ways in the university that depends on the teacher as Cooper mentions:
I always motivate them, and come with the ok, Hello! Good
morning! How are you today? Hey! Excellent! Thats good! For this
activity I need a beautiful girl, a beautiful girl this morning. Good do
it! A handsome boy? No handsome boys today. Oh my goodness!
Ok, at least a boy. I always try to find expressions which motivate
them.
(Co/I1/19/10/12)
This extract illustrates that to motivate, teachers do not need to do big or elaborate
things to do it; Cooper does it with simple and daily words and phrases. He
motivates his students by the way he says hello and asks participants to do an
42
In addition to the roles before mentioned and documented in the literature review,
new roles or roles that are not mentioned by experts were found during the
research and data analysis. These roles are described below:
1.15 Psychologist / Mediator
Some of the teachers assume the role of a psychologist or as a mediator because
of possible problems that may arise between students that may hurt their feelings.
For example when students use nicknames for each other or when students make
fun of others. As Cooper points out:
44
necessary to perform the role of a social worker in the classroom depending on the
situation. As Marie points out:
When you are in front of the group you are required to adopt many
roles sometimes as a social worker. It depends on the situation
and the kind of students you have and also the class.
(M/I1/22/10/12)
In this extract, Marie emphasizes that this role could be influenced by any situation
created in the classroom, but also by students characteristics. It would appear that
this role is performed in the sense that a teacher as a social worker provides help
and support for students who need it.
roles in which they feel comfortable. As Ernest maintains: I think that I prefer to
play the role of a supervisor because it is the one I feel comfortable with
(E/I1/26/09/12). In this extract, it seems that teachers perform this role because
apart from being one they like, it provides them with a pleasant feeling when
playing it.
2.3 Manager
Apart from being one of the principal roles, it is a role some teachers prefer to play
in the classroom. They prefer to be leaders in the classroom and to maintain
everything under control in order to have a successful class. As Charlie mentions:
I prefer to be the person who manages everything in the classroom
(Ch/I1/29/10/12) [Translation]. In this extract, it could seem that teachers like to be
the person who is responsible for controlling students behavior in the classroom
and for maintaining respect between them. As a result, teachers and students
create a pleasant classroom environment.
2.4 Motivator
This is another role some teachers prefer to play in the classroom. As Fer states: I
like to promote motivation taking into account students own learning progress, so
that students feel more confident (F/I1/10/10/12) [Translation]
2.5 Participant
Some teachers state their preference for this role. They have mentioned they like
to be involved in the classroom activities as if they were students. As Fer points
out, Well, I prefer to be a person who takes part in many activities because I like
to participate with them as if I were one more student (F/I1/10/10/12) [Translation].
However, there are some roles which make them feel uncomfortable, uneasy, etc.
Therefore, in this section, teachers feelings when they have to play new, different
or unexpected roles are discussed.
There are some teachers who feel uncomfortable with certain roles because they
consider that these roles are not part of their personality as Fer states:
Well, in general I feel comfortable. I could say that there are some
roles which are not very natural for me because they have nothing
to do even with my personality or my own abilities. I cannot say
they are difficult for me but I can say that they are not natural for
me.
(F/I1/10/10/12) [Translation]
We found that there are specific situations which teachers feel very uneasy, one
of those is when he/she has to control the students in a very strict manner. The
teachers affirm that:
48
49
CONCLUSION
50
The findings were divided into 3 collections of categories which were then divided
into subcategories.
The first collection of categories was called The roles teachers play in the
classroom. It consists of seventeen categories which describe the roles teachers
perform inside the classroom. They are aware of the roles they play in the
classroom and most of the teachers agree the roles are part of their professional
life. Most of the teachers state their positive and negative feelings when
performing these roles and the factors that influence the performance of them. It is
important to mention that four of these subcategories are roles found in the data,
but they are not documented by experts in the first chapter of this research. They
are the roles as parent, psychologist or mediator, comedian or clown and social
worker.
The second collection of categories was called The roles teachers prefer to play
in the classroom which mentions the roles teachers prefer to perform in the
classroom. They are the roles as facilitator or guide, monitor or supervisor,
manager, motivator and participant. Teachers expressed their personal preference
for these roles because not only are they related to their personality and the
situation created in the classroom, but also to the way they feel. That is, they feel
comfortable and happy playing these roles.
Finally, the third collection of categories is called Teachers feelings when
required to play a new /different role than usual. Most of the teachers describe
they feel uncomfortable or uneasy when they have to perform roles that they
usually do not play, due to an unexpected situation in the classroom or that simply
are not natural for them.
Implications
As the educational system is changing, it is very important teachers be aware of
the roles they should play in the classroom. As well as to be updated with these
kind of topics, in this case with roles, to know how to assume them, in what
situations to perform them, and to know the factors that may influence these roles.
It is necessary that teachers know and learn there are more roles than the
51
traditional ones. If they know more about the roles they can develop or employ in
the classroom, they will be able to help their students and their learning.
Further research
As time passes, the educational system at the School of Languages could change
and improve. As a result, the roles teacher play in the classroom could be various
or diverse and would be assumed in different or better ways in order to provide
students with a high-quality education. Therefore, Teachers roles are an important
and extensive issue to further research at the School of Languages or in other
research contexts. As is stated by experts, teachers play a wide variety of roles,
not just inside, but also outside the classroom. This study focuses on the roles
teachers play in the classroom, but it could be appropriate to investigate the roles
teachers perform outside the classroom, as well as to find out their perceptions
about these roles and the factors that influence their performance because the
perceptions and factors could be different.
Personal reflection
In general, being researchers was a good experience. Although carrying out
research can be hard and tedious it was an ideal opportunity to achieve an
understanding about the roles teachers play in the classroom, how they assume
these roles and in which situations teachers perform each role. Regarding the
collection of data we did not have any difficulties because teachers made
themselves available. They were willing to help and collaborate with their opinions
and perceptions about their roles. Regarding the analysis process, it has to be
52
mentioned that it was a little bit confusing and difficult for us to define the
collections of categories, but also to decide the order of these categories. It is
important to mention that the roles our director and coordinator played were
essential to complete this process successfully, as well as in the whole research
process.
53
Are there times in the classroom when you feel you have
to act in a way that you do not like?
In what situations?*
What are
teachers
perception
s of these
roles?
Does the
teacher
feel
comfortabl
e when
required to
perform
X roles?
How does
Are there any actions that you prefer to carry out more than
others?
Which ones?
Why do you prefer to carry out these roles/actions?
the teacher
feel when
asked to
perform a
new role?
new way?
If you do not know how to act in a specific situation, what do
you do in these cases?
How do you face with these situations?
56
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