UNIVERSITY OF GJAKOVA “FEHMI AGANI”

FACULTY OF PHILOLOGY

DEPARTMENT OF ENGLISH LANGUAGE AND LITERATURE

DIPLOMA THESIS

THE ROLE OF THE TEACHER DURING THE

PROCESS OF ENGLISH LEARNING

Mentor: Candidate:

Prof. Ass. PhD Shqipe Husaj Valza Haxhija

Gjakovë. 2020

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Copyright statement

I Valza Haxhija declare that I worked on my thesis on my own – pursuing the Academic

Honesty Statement’s principles in word and spirit – and used the sources mentioned in the

Bibliography.

The intention of this document is to act as a consolidated source of information. Material

from the published or unpublished work of others, which is referred to in the dissertation, is

credited to the author in the text.

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Acknowledgments

First of all, I thank God

I would like to acknowledge the support of the professor, friends and family who helped me to

finish my thesis.

I would like to express my sincere gratitude to my mentor: Prof. Assoc. Dr. Shqipe Husaj for

her sincere guidance and help for completing this project, her suggestions and

encouragement has served as the major contributor towards the completion of this

dissertation.

I would like also to thank my family. They were always there with their support morally and

financially, they encouraged me to do better.

Thank you!

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Table of Content

Copyright statement ................................................................................................................................ 2

Acknowledgments .................................................................................................................................... 3

Table of Content ..................................................................................................................................... 4

Abstract ................................................................................................................................................... 5

Abstrakti .................................................................................................................................................. 6

List of Abbreviations .............................................................................................................................. 7

List of charts, figures and tables ............................................................................................................. 7

Chapter I ................................................................................................................................................. 8

Introduction ......................................................................................................................................... 8

1.1The purpose of the research ........................................................................................................... 9

1.2 Aim and objectives ..................................................................................................................... 10

1.3Research Questions ...................................................................................................................... 10

1.4 Hypothesis.................................................................................................................................. 10

Chapter II .............................................................................................................................................. 11

Literature Review .............................................................................................................................. 11

2.1 Controller .................................................................................................................................... 12

2.2 Organizer..................................................................................................................................... 14

2.3 Prompter ...................................................................................................................................... 18

2.4 Participant ................................................................................................................................... 19

2.5 Resource ...................................................................................................................................... 20

2.6 Tutor ........................................................................................................................................... 21

2.7 Observer ...................................................................................................................................... 22

Methodology of the study ................................................................................................................. 24

3.1 Technique .................................................................................................................................... 24

3.2 Participants .................................................................................................................................. 25

Chapter IV ............................................................................................................................................. 26

4.1 Analysis of data collected ........................................................................................................... 26

4.2 Teacher’s survey questions ......................................................................................................... 26

4.3 Findings....................................................................................................................................... 30

Chapter V .............................................................................................................................................. 31

Conclusion ........................................................................................................................................ 31

Chapter VI ............................................................................................................................................. 32

Recommendation .............................................................................................................................. 32

References ......................................................................................................................................... 33

Appendix ........................................................................................................................................... 34

Questionnaire .................................................................................................................................... 34

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Abstract

The methodology of being a competent teacher is divided into several key roles according to

this research paper, the main purpose of this research paper was to discuss and to study each

role in the best possible way, and to discuss which role is suitable for which circumstance,

which methodology suits the students best during the process of learning and which one

students prefer more during teaching and learning. To give an instance for various of teacher

methodology and teaching is a more complicated philosophy and for others just a job.

The active teachers are more preferable and likable during the process of learning rather than

the passive which only lecture without any activity or exciting information. Much the same

students like to express and discuss their opinions with other students rather than discussing

atopic always with the professor. This said all these methods where and in what role are

classified and lined up are discussed and studied later in the following researches.

Based from the three interviews that were done with English teachers in two different schools

it is mentioned some of teaching philosophies and which one of the roles or methods the

teachers classify themselves as. For example

- Knowing their weaknesses and strength during the process of learning.

- Knowing their students to the certain points,

- What is the greatest challenge for them as teachers during teaching process?

- Describing their teaching styles or roles

Keywords: teaching methods, teaching methodology.

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Abstrakti

Bazuar ne ketë punim hulumtues metodologjia e të qenurit një mësimdhënës kompetent

ndahet në disa role kyqe. Qëllimi kryesorë i këtij punimi hulumtues ështe diskutimi dhe

studimi i secilit rol në mënyren më të mir te mundshme, dhe diskutimi se cili rol ështe më I

përshtatshem ne rrethana të caktuara, cila metodologji ështe më e suksesëshme gjate procesit

mëesimor dhe cila me e pelqyer nga studentët në përgjithësi gjatë mësimdhënies dhe

mësimnxënies. Në fjalë të tjera shumë mësimdhënes e shohin si filozofi më të komplikuar të

qenurit mësues e te tjerët, nje punë më shumë. Mësimdhënësit aktiv gjatë procesit mesimorë

janë me te pëlqyer në krahasim me ata pasiv te cilet ligjerojne pa ndonjë aktivitet. Studentët

preveq diskutimit, me mësues pëlqejnë hapsirë diskutimi dhe me kolegët e tyre. Në fjalë të

tjera të gjitha ketometoda, role dhe klasifikime përmbledhen në këte punim hulumtues.

Bazuar në dy intervista të bëra me tre mësimdhënës te Gjuhes Angleze që të dy nga shkolla te

ndryshme cekën disa metodologji dhe filozofi te mësimdhënies, në cilën kategori apo rol

hyjne ata si mësimdhenes.

- Duke njohur dobësit dhe forcën e tyre si mësimdhënës

- Duke njohur studentët e tyre deri në masë të caktuar

- Sfidat më të mëdha të mësimdhënësve gjatë orës mësimore

- Pershkrimi i stilit te tyre apo roleve përkatëse.

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List of Abbreviations

Pg. Page

Fig. Figure

Dr. Doctor

PhD. Doctor of Philosophy

Prof. Professor

Assoc. Associate

List of charts, figures and tables

Chart 1- On the chart is presented the percentage of teachers on the question whether

encouraging impacts learning.

Chart 2- On the chart is presented the percentage of teachers on the question whether they

communicate directly or not

Chart 3- On the chart is presented the percentage of teachers on the question whether they see

themselves as a good role model

1 table – On this table is presented the cities, and names of schools where the teachers that

answered the questionnaire work, and also answer the question of which role they classify

themselves.

Figure 1 - Presents the roles of teacher expressed with figure.

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Chapter I

Introduction

“The mediocre teacher tells. The good teacher explains. The

superior teacher demonstrates. The great teacher inspires”

William Arthur Ward

The role of the teacher involves more than just standing in front of a classroom and lecturing.

Some teachers see their role primarily in organizational terms because they spend their time

planning their lessons and monitoring their teaching, while the others see their role more as

facilitator and for them the best kind of lesson is one that arises out of the dynamics of the

teaching –learning situation.

Basically, teachers have two major roles in the classroom:

- to build the environment in which learning can take place which means – "the social side of

teaching"

-to convey by a diversity of means, knowledge to their learners which means:

"The task-oriented side of teaching".

The social side of teaching is known as the managerial function and the second one the

instructional function with the teacher as the so-called “instructor".

They supplement each other; the last would be more or less impossible without the previous.

Many teachers use a specific method or philosophy, whereas for the others teaching is

something uniquely personal which they develop through experience.

According to ( (Wright, 1987):

“Some roles are defined primarily by the work people do, while others are mainly defined by

the kind of interpersonal relationships they imply. While it might be assumed that the role of

the teacher is primarily an occupational role, predetermined by the nature of schools and of

teaching, teachers interpret their roles in different ways depending on the kinds of schools in

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which they work, the teaching methods they employ, their individual personalities, and their

cultural backgrounds “

In Communicative Language Teaching, according to (Breen, M., & Candlin, C. N., 1980-99)

teacher roles are these:

“The teacher has two main roles: the first is to facilitate the communication process between

all participants in the classroom, and between these participants and the various activities and

texts. The second role is to act as an independent participant within the learning-teaching

group. The latter role is closely related to the objectives of the first role and arises from it.

These roles imply a set of secondary roles for the teacher; first, as an organizer of resources

and as a resource himself, second as a guide within the classroom procedures and activities.

A third role for the teacher is that of researcher and learner, with much to contribute in terms

of appropriate knowledge and abilities, actual and observed experience of the nature of

learning and organizational capacities”.

In this way the scope of my diploma paper was to discuss some of the roles of a teacher

during the process of learning.

A teacher is seen in various roles, and every role is based on how much he or she cares about

their students.

Different teachers see their role in different ways, some of them see their role in

organizational terms while the others more as a facilitator.

Teachers interpret their roles in various ways: “depending on the kinds of schools in which

they work the teaching methods they employ, their individual personalities, and their cultural

backgrounds ".

Some of the roles of a teacher will be discussed in the other pages of this paper.

1.1 The purpose of the research

The purpose of this research is to deliberate the study about the roles of teachers’,

highlighting successful roles and the righteous methodology during the process of English

learning. With the purpose of helping English teachers see the importance of each role, their

positive and negative sides of main roles. To comprehend which role is more adequate for

students.

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1.2 Aim and objectives

This research paper converse and analyses in extended way some of the roles that teacher

possesses during the process of learning. Teaching is complex and demanding task, as

presented above on this research paper some roles require more educational ability. This

research also demonstrates that teachers have important responsibility in creating effective

teaching and learning. These responsibilities manifest their roles in teaching and learning

processes.

Through this assignment we can perceive that some roles might be more endearing to

students than others. The main objectives of this study are:

• Understanding some main roles of teachers’

• Discussing which role is more successful

• Analyzing methods and techniques

1.3 Research Questions

1. What is the most successful role of the teacher in the context of development?

2. What is the most important role of the teacher?

3. What teaching methods and techniques are most frequent during the process of learning?

1.4 Hypothesis

1.In the context of development organizer and controller are the most successful roles.

2.The most important role of the teacher is to teach knowledge to students.

3. Learning in groups, cooperative learning, summarizing and note taking

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Chapter II

Literature Review

As mentioned, and discussed above this diploma paper there are various roles of a teacher

during the process of learning. Some roles that teachers possess, according to this paper are:

1: Controller

2: Assessor

3: Organizer

4: Prompter

5: Participant

6: Resource Provider

7: Tutor

8: Observer

Figure 1 Roles of a Teacher

(Gjakovë 2020)

Roles of a

Teacher

Controller

Assessor

Organizer

Prompter

Participant

Resource Provider

Tutor

Observer

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2.1 Controller

"Be a wonderful role model because you will be the window through which many children

will see their future”.

Thomas McKinnon

A good teacher is the person who is able to adopt a number of different roles in the

classroom, and those roles of course should be depending on what the students are doing.

Teachers can play many different roles in teaching activities. One of those roles is when

teacher takes the role as the regulator which controls all activities that students should do.

This is the opposite of that students working in groups, because while working in groups

students decide by themselves to organize trainings and exercises to express their abilities.

While when teachers control everything, they use various ways to show the qualities of a

teacher-fronted student classroom. Teachers who view their job as the spread of knowledge

from themselves to their students are usually satisfied with their image as controllers.

Most of all students can remember their teachers from their past because they gave

everything just to help them to achieve and gain some knowledge. However not all teachers

own the ability to motivate students and some of them less charismatic hands transmission,

teaching appears to have less benefits and advantages. First, it does not let students to access

into their own experimental learning and into their own opinions by focusing on the teacher;

in the second place, it does not let the students to speak while working on groups, fewer

students have a chance to say anything at all; in the third place, over supporting on

transmission teaching can result in a lack of diversity in activities and classroom atmosphere.

It can be many times when acting as a controller makes sense and effect in learning. For

example, when announcement need to be made, when an instruction has to be restored, when

explanations are given or when the teacher faced the question and answer sections. This is the

most common teacher role.

Many teachers fail to go over it, since controlling is the role which they are used to and are

most comfortable with. By staying just in one mode of behavior and teaching style we deny

ourselves and our students to show their best while learning in classroom. Moving from one

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mode to another is good not only for learning itself but also for our student’s enjoyment and

interest in learning.

According to (Theo Wubbels, Jack Levy, 1993) the dominant teacher might say:

“Students will not initiate learning activities if teachers do not control their work and demand

a lot" in contrast the student-oriented ideal teacher might say: “Students have to enjoy the

class before they learn anything. If there is a pleasant atmosphere they will be motivated to

study, which is an important prerequisite for learning. It is more important to reward students

for their efforts and the things they do well than it is to correct their mistakes".3 It appears

that some students prefer a stricter teacher whereas others would like to have more freedom.

According to (Vermunt, J. D., & Verloop, 1999)

Whenever we separate teaching methods all that we should do is to begin from very strongly

teacher –regulated to very loosely teacher-regulated. In this dimension everything that we

point out are three positions: strong, shared and loose teacher control.

-Strong teacher control – in this position the considerable performance is taken over by the

teacher to complete targeted learning activities from students. Example of this (those) are

teacher behaviors such as: ' presenting an outline ', ' providing students with examples' and '

highlighting main points'

In each of these examples or occasions the teacher does everything that students could and

apparently should be doing.

-Loose teacher control- In this position the teacher consider that students are able to perform

and to complete all the activities by themselves including cognitive. affective and regulative

learning activities. In this way the teacher allows students to function freely and

independently during their learning activities whereas students know what have to do and

they work for their best to complete the activities in an acceptable way.

-Shared control – The best examples of shared control are some of teacher behaviors giving

assignments, asking questions and stimulating students to cooperate.

Different students have different level of skills in self-regulating their own learning, it might

be high, intermediate or low level, and that as a result of their individual ability may occur

friction between teacher and student regulation. Students are less likely to successfully

complete the targeted learning activities whenever the degree of incongruence increases.

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2.2 Organizer

“Ideal teachers are those who use themselves as bridges over which they invite their students

to cross, then having facilitate their crossing, joyfully collapse, encouraging them to create

bridges of their own ".

Nikos Kazantzakis

Teachers play different roles in the classroom, but one of the most important roles that

teachers have to perform is to organize students to do diverse activities. In this way teachers

give students information, they tell them the best way to do the activity, they put students into

pairs or groups and finally when it is time to stop how to do closing things down. Students

should know what they are supposed to do because if they do not understand they do not get

full advantage from an activity. If the teacher does not explain in which way pairs should be

organized the chaos is unavoidable.

When a teacher organizes something, it is important to get students involved and to be ready.

It is important to make it clear that something “new " is happening and the activity will be

interesting. So, they are prepared with some enthusiasm for an activity which will be

enjoyable for them and not just because the teacher says so.

When the students are ready the teacher will give them instructions saying what to do first

and what they should do next. An important thing is to present instructions in a logical order,

and is a good idea if the teacher gets students to give instructions back to know if they have

understood his instructions.

When the teacher gives instructions, another important tool is to organize a demonstration of

what is going to happen. If a table or chart is going to be used, to ask other students questions

and record their answers, getting up a student to demonstrate the activity with the teacher

may be worth than complex instructions.

When it comes to start the activity at this point students need to know if they have enough

time to finish this activity and exactly when they should start.

The activity will be stopped when students have finished or for another important factor that

teacher or students show that the activity will be stopped, it might be for different reasons,

because some pairs have finished before the others or because they are bored. When the

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lesson is coming to the end it is important to ask the students: Did you enjoy that? Students

will judge the teacher by the way that he fulfills and the criteria which offer them.

Harmer summarizes the role of organizer as follows:

Engage ------ instruct (demonstrate) --------- initiate ---------organize feedback

A teacher who is acting as a manager and an organizer should manage and organize the

process of teaching in the most effective possible way. This includes planning the teaching

program, to control the process of teaching, and to assign homework for his or her students.

The teacher should encourage students in the classroom to work productively and exert their

effort to stimulate them to produce the answer, instead of telling them what it is.

In the same time the teacher should observe the students to help them and to identify the

problems that they have, because there are some students that suffer from great distress and

they are afraid of making mistakes and in this way, they will retreat from answering the

teacher's questions or whenever they should discuss with their classmates.

This is harmful especially in reading class in which are trained all skills of language learning.

As a counselor, a teacher should make the students to feel comfortable and to give the lessons

in kind manner, to encourage them and if is necessary to have heart-to-heart talks with them.

The teacher should help the students to improve their learning by discovering the difficulties

in their process of learning and he should help them by introducing efficient learning

strategies and some useful methods. One of the most important things is that the teacher

should make sure that all the students in the classroom improve steadily in accordance with

his/her own capability

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2.1.3 Assessor

“Don’t try to fix the students, fix ourselves first. The good teacher makes the poor student

good and the good student superior. When our students fail, we, as teachers, too, have

failed”.

Marva Collins

The role of the teacher is influenced by the techniques or methodology that teacher is

following because different teachers choose different methodology to use in their classrooms.

The role of the teacher as an assessor is to offer feedback and to grade students in different

ways. We can make some important points where teachers act as assessors, offer feedback,

and say if students can pass to the next level. Teacher should tell students how and for what

they are being assessed, what they are looking for etc. Teacher might say that in a piece of

today’s writing I am more interested at punctuation and I am more interested in your fluency

in the communication activity, and then everything is clear for the students and they have a

clear idea of what to concentrate on.

An important issue in the role of a teacher as an assessor is to be fair with students, because

when students score poor grades and then they find other students which have equally good

performance but with less criticism it makes them extremely unhappy.

The majority of students want credit for their good performance and for poor performance a

constructive criticism. The only thing that they do not like is being unfairly judged.

When a teacher acts as an assessor he should be always sensitive to the possible reactions of

students. Of course, that a bad grade is a bad grade, but it can be more acceptable if it is given

with sensitivity.

Effective teachers assess students in different ways. In this way educators have made a strong

distinction, between Summative assessment - which is generally seen as "final evaluative

judgment”, and Formative assessment- generally seen as “ongoing assessment to improve

teaching and learning " But in today’s assessment this is considered a false distinction.

Formative assessments that are mini-summative assessments which are designed to improve

performance on Summative assessments are entirely different from Formative assessments

that " occur at or near the point of instruction, allowing teachers and students to make the

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right decisions about teaching and learning at the right time for the right reasons”. (Gallagher,

1957-82)

Formative assessment is proven to be very effective in increasing student learning. Whereas

according to Cizek- he identifies 10 elements as important features in Formative assessment.

(Cizek, Apr 2, 2010)

Formative assessment:

1: Requires students to take responsibility for their own learning.

2: Communicates clear, specific learning goals.

3: Focuses on goals that represent valuable educational outcomes with applicability beyond

the

learning context.

4: Identifies the student’s current knowledge/skills and the necessary steps for reaching the

desired goals.

5: Requires development of plans for attaining the desired goals.

6: Encourages students to self-monitor progress toward the learning goals.

7: Provides examples of learning goals including, when relevant, the specific grading

criteria or

rubrics that will be used to evaluate the student’s work.

8: Provides frequent assessment, including peer and student self-assessment and assessment

embedded within learning activities.

9: Includes feedback that is non-evaluative, specific, timely, and related to the learning

goals,

and that provides opportunities for the student to revise and improve work products and

deepen understandings.

10: Promotes metacognition and reflection by students on their work.

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Heritage further categorizes formative assessments into three types that all contribute to the

learning cycle:

• “on-the-fly” (those that happen during a lesson),

• “planned-for-interaction” (those decided before instruction), and

• “curriculum-embedded” (embedded in the curriculum and used to gather data at significant

points during the learning process).

The most important conclusion of this research is that Formative assessment is not just a

single tool but is an occurring process.

Teachers are involved and they have the flexibility in making decisions in the process of

assessment. Teachers are “the primary agents, not passive consumers, of assessment

information. It is their ongoing formative assessment that primarily influence students'

learning".

2.3 Prompter

“Every child deserves a champion – an adult who will never give up on them, who

understands the power of connection and insist that they become the best that they can

possibly be”.

Rita Pierson

Students are involved in different roles and when they are involved in a role-play activity

sometimes, they lose the thread of what is going on and then they are not sure how to proceed

it may be for lack of vocabulary.

In these circumstances’ teachers have to decide if they want to hold back and let them to do

things out for themselves or “nudge" them forward and support, if they support them there is

a role as a prompter.

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In these circumstances the most important thing is to encourage the students to think

creatively which is better than have them hang on our every word. In this way teachers offer

words or phrases, or they suggest what could come next in a paragraph a student is writing.

Teachers have to prompt students in monolingual groups to speak English rather than to use

their mother tongue.

According to Jeremy Harmer (Harmer, 1999)

“When we prompt, we need to do it sensitively and encouragingly but, above all, with

discretion. If we are too adamant, we risk taking initiative away from the student. If on the

other hand, we are to retiring, we may not supply the right amount of encouragement".

(Harmer, 1999)

2.4 Participant

In students’ imagination or memories, the teacher is seen as a person who ' stand back ' from

the activity during student discussions or when they are doing activities, letting them get on

and intervening later to correct mistakes or offer feedback but, sometimes a teacher wants to

join in an activity as a participant not as a teacher. There are so many good reasons that a

teacher might want to take part in a discussion.

When a teacher is a participant, instead of having to prompt or organize from outside, he can

enliven things from the inside.

–Participating is more enjoyable than to act as a resource, because when it goes well, of

course that students enjoy having the teacher with them.

Of course, that acting as a participant has disadvantages too because a teacher participant can

easily dominate the proceedings, because teachers have more English at their disposal than

their students.

The information perfectly consists with that: a teacher is a teacher even if he acts as a

participant or another role, even in the most egalitarian classroom the teacher tends to be

listened with greater attention than his or her students.

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2.5 Resource

In a classroom students are involved in different activities, sometimes are involved in a piece

of group writing or maybe in preparation for a presentation in the class.

In these situations, having the teacher to control them or turn up to prompt it could be

unwelcome. However, the students need their teacher as a resource.

Students ask various questions how to say or how to write something or for the meaning of

some words. Sometimes in the middle of the activity they want to know information and they

ask if a book or a website is better to look for that activity. Everyone knows that no teacher

knows everything about the language. If the question is what is the difference between X and

Y? Is often difficult and the best thing that a teacher should be able to offer is a guidance

where students can look for the information.

One of the most important things is to encourage students to be independent and to use

resource material for themselves. Instead of answering every question for the meaning of a

phrase or word a teacher can say" I don’t know the answer to that right now but I will tell you

tomorrow" Of course that students will begin to lose confidence if the teacher do not give

information the next day.

There are some traditional students that they believe is their teacher’s responsibility to give

them all the information, knowledge and understanding in a topic in their studies.

Teacher in this kind of classroom is seen as an expert who is knowledgeable in his/her field.

Even that there are so many sources of information, both print and electronic but lecture

remains one of the most important instructional methods.

In a study of teachers Johnston (1996) found that:

“Although the teachers did not speak specifically of teaching as transmitting the content of

their subject, disciplinary knowledge was at the heart of their teaching approaches. The

teachers used interactive ways, including the lecture, to pass this knowledge on to the

students”. (Johnston, 1996)

It is important for a teacher who is acting as a resource to be available and helpful but it is

more important to do not let students to become over-reliant.

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Nowadays the need for resource materials in education is increased.

Students are dependent on having adequate resource material for use in groups or as

individuals. It is considered to be that students spend time with their workbooks as much as

with their teachers.

Teachers will become "activity builders, creators of new learning environments”. (Serge

Ravet, Maureen Layte, 1996)

The new technologies have had a great influence and now students may have more access in

different resource materials .In the majority of schools the use of computers is enlarging and

some schools are making the purchase of computers by students compulsory, but the use of

computers is often " limited by the lack of good material for use by students" (Serge Ravet,

Maureen Layte, 1996)

2.6 Tutor

A role of a teacher as a Tutor is to help students that are working on longer projects or

preparations for a debate a person who is able to work with individuals and small groups.

Acting as a tutor is a combining of roles prompter and resource provider.

Being a tutor in a very large group is difficult because the term implies more intimate

relationship than a controller or organizer.

When a tutor is working with small groups or in pairs, he can go round the class staying

briefly with an individual or a particular group and offer them a general guidance.

A tutor should be careful to ensure that many individuals or groups are seen, in the other hand

the students who have not had access to the tutor will begin to feel that they have been treated

unfairly.

The learners might have a real chance to feel more supported from their teacher in personal

contact. A thing that is clear is that a teacher should not intrude too much because in this way

(will impede learner autonomy) or to little (which will be unhelpful)

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2.7 Observer

Teacher has different roles, one of his roles is observing. They want to observe what students

do in their activities especially in oral communicative activities, so in this way they can give

them individual feedback. It is better and useful for a teacher when is taking notes on

student’s performance to take notes not only for what students get wrong but also what they

do right, either in their use of conversational strategies or of actual language. When a teacher

observes for success, he is pleased for how well his/her students are doing.

According to Jeremy Harmer (Harmer, 1999) in his book-The practice of English Language

Teaching

“When observing students, we should be careful not to be too intrusive by hanging on their

every word, by getting to close to them, or by officially writing things down all the time.

Above all we should avoid drawing attention to ourselves since to do so may well distract

them from the task they are involved in”

A teacher even when he is acting as a controller or giving feedback, he needs to be observing

at the same time too.

A good teacher should be able to work and observe in the same time (simultaneously) ,

watching, listening , and absorbing in this way the teacher can create the best kind of rapport

between teacher and student.

Feedback is not the only reason why a teacher observes his or her students, another reason is

that they want to judge the success of the different activities in the classroom and if it is

necessary to make changes in the future.

The teaching area is seen as a source of new ideas, whereas supervision does take so many

forms, we will examine the one-to-one encounter between teacher and supervisor that take

place during an observation.

1: Scientific supervision - “In this mode of supervision, tools which ensure exactness and

precision are used rather extensively".

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2: Nondirective supervision – In this method are involved the use of open-ended techniques.

In this method the perceptions of the teacher influence heavily the direction of supervisor-

teacher interaction.

3: Multi-faced supervision – This method is characterized by the use of different techniques

depending in the nature of the supervisory situation. In this way the supervisor can use the

categories which are developed by other persons and effort to describe teaching behavior

within “predetermined patterns”.

4: Person-to-person supervision- This is a method that is different from the previous three “In

that the supervisor as well as the teacher participates in the supervisory act to the degree that

both are changed by design. The other three stances assume direct change only on the part of

the teacher.

A supervisor possesses variety skills as: skills of analysis, statistics and interpretation of

research findings.

The supervisor has ability to capture some sounds and sights in the classroom.

24

Chapter III

Methodology of the study

The results of the data presentation used to deliberate the study about the roles of teachers’

the study suggests that experienced teachers possess an extensive repertoire of helping

strategies and that, with opportunities for collaboration, teachers can develop and shape

complex mentoring roles that meet beginning teachers' needs.

According to this study analysis teaching methods and learning environment have a positive

impact to student’s learning achievement, in the present study it was analyzed that righteous

teaching method helps students to question their preconceptions and stimulates them to learn.

According to the results of this study, the best teaching role, method is student-centered with

teacher-centered. The aim of this paper is to analyze and describe the current situation based

on the result of teachers’ roles weakness and strength during teaching methodology.

3.1 Technique

This research used qualitative and quantitative methodology by using interviews with

different English teachers and questionnaire technique. According to Dr. PhD.

(Amunuzzaman, 2010) interview is a very systematic method by which a person enters

deeply into the life of even a stranger and can bring out needed information and data for the

research purpose. There were ten questions including open questions and questions with

options. Assuming that interviews are most effective for qualitative research. I collected

richer source of information from a small number of people. Every interviewer had an

explanation in order to understand the interview procedure. I asked different type of questions

which in turn generated different type of data. Closed questions provided a fixed set of

responses, whereas open questions allowed people to express what they think in their own

words.

25

3.2 Participants

The participants were four English teachers, three males and a female. Teacher who answered

the questionnaire work at “Isa Boletini” located in Gjakova, one teacher at “Hile Mosi”

located in Deqan, one teacher at “Jahe Salihu” located in Gjakova. The interviews were

private. The interviews were face to face assuming that this method was the most accurate

one rather than online. Participants were very articulate and well-spoken they spoke easily

and clearly.

• The interview was confidential therefore I cannot leak any information regarding the

participants.

26

Chapter IV

4.1 Analysis of data collected

City Deqan

( Jabllanice )

Gjakovë

( Osek Hile )

Gjakovë (Molliq)

School

“Hilë Mosi”

“Isa Boletini “ “Jahë Salihu “

Teachers role

Prompter, Observer Participant, Tutor Assessor, Organizer

Table 1.

Analysis of data collected in schools

4.2 Teacher’s survey questions

1.What teaching methods do you use besides lecturing?

2. Which role do you classify yourself as?

3. What is your teaching philosophy?

4. Do you think encouraging impact learning?

5. Do you communicate directly?

6. Do you see yourself as a good role model?

▪ Q1: What teaching methods do you use besides lecturing?

➢ Answers were relatively similar they use other methods like reading and quizzes with

the intention of learning new information or topics that are related to lecture.

27

▪ Q2: Which role do you classify yourself as?

• Controller

• Assessor

• Organizer

• Prompter

• Participant

• Resource Provider

• Tutor

• Observer

➢ First teacher classified himself as prompter and observer, second teacher classified

herself as participant and tutor, and the last teacher classified himself as assessor and

organizer.

▪ Q3: What is your teaching philosophy?

➢ First teacher didn’t elaborate much around this question answering that teaching

comes for him naturally and doesn’t have any teaching philosophy, second teachers

answered telling that the simple philosophy is that every student learns in their unique

way, last teacher said that teaching philosophy for him is when everyone starting

from the parents, students, teacher contribute in order to maintain a positive

atmosphere.

28

▪ Q4: Do you think encouraging impact learning?

➢ Majority answered yes except last teacher that answered negatively

▪ Q5: Do you communicate directly?

➢ All the teachers answered positively

90%

10%

Yes No

100%

yes

29

▪ Q6: Do you see yourself as a good role model?

➢ All the teachers answered positively by means of seeing themselves a decent role

model

100%

Yes

30

4.3 Findings

The findings of this questionnaire demonstrate that teachers who answered these questions

have their own teaching philosophy and methodology that use during the process of learning

and have different perspective. The findings also express the main roles that are most

common in our country. Teacher beside lecturing use other exciting methodologies, ensuring

that there is a good balance between lecturing and other techniques in order to achieve a

better learning environment, with the impression that classroom learning should be an

enjoyable experience, not fearful or stressful. Teachers interpret their roles according to

different ways, depending in the teaching methods they use, their individual personalities and

on the kinds of schools in which they work. Encouragement helps a lot. It helps to increase

the inner strength of student, moreover it increases the inner confidence.

Teaching philosophy is to be passionate, enthusiastic, and engaging every time that they give

lecture so students are excited to learn more about the topic and become an active learner.

Further in these findings we validate that communication is an important key to a successful

teacher, teacher should inform the students about what she or he expects them to achieve in

the end of lesson. For teacher to be a good role model they must carry out their

responsibilities as an educator in the true sense of the word, going beyond merely imparting

knowledge in the classroom.

31

Chapter V

Conclusion

As one can see, the role of the teacher in the classroom is to help students in many different

ways and to bring a motivational learning environment, in which all the students are actively

engaged. Teachers interpret their roles according to different ways, depending in the teaching

methods they use, their individual personalities and on the kinds of schools in which they

work.

A teacher as a controller gives instructions, explanations, controls students and monitors

them, in this role teacher controls every detail but in the same time creates an atmosphere

where the students can feel that they are working as a whole group. Whereas a teacher as an

organizer has to organize all the activities of a class from beginning to the end, as an

organizer his duties are to give proper information, to create group activities and of course to

give right instructions. Another important role of a teacher is the role as an assessor, in this

role teachers help students whenever they do not understand something, give feedback over

their activities and grades them. Teachers should be always fair when they are assessing and

they should be sensitive to the student’s reactions, because they might feel like bad students.

Sometimes all that students need is someone who is there to motivate and encourage them,

and this is the role of a Prompter.

Teacher helps the students partially: offering words, giving suggestions and helping in role

play. Even that it does not happen usually teachers are seen as participants too, and when a

teacher acts as a participant student feel comfortable as they can share their knowledge too, in

this role a teacher encourages students to talk and to listen to each other rather than directing

all their talk through the teacher.

When students have to work on larger projects, teachers can act as tutors, working with

individuals or small groups pointing them into directions they have not been through yet.

It is important for a tutor to give attention to each members of the group.

Another important role is when a teacher acts as an observer. Students should be observed

individually. The reason why students are observed is to give feedback, bonus points and

grades.

.

32

Chapter VI

Recommendation

Based on my experience as a student, the most effective role that a teacher can play is where

he/she acts as an organizer.

In this role is applied the method of working in groups. While talking in groups, students talk

more freely, better students can help the others that aren’t as well as them, better decisions

and conclusion will be taken when there are more ideas.

In this role the teacher encourages students to talk and listen to each other, rather than

directing all their talk through the teacher.

Finally, with all things mentioned we consider that teachers and their role in teaching have

enormous impact in the engagement of students in the process of learning, as well as in their

academic and social achievement. All the roles of a teacher are connected to each other, and

these roles express teacher’s attitudinal qualities.

Every teacher tries to do the best for his/her students so we cannot judge negatively any

teacher’s role because they try to manage the problems in the classroom in proportion with

students – with their intelligence capacity and with other circumstances in the classroom

33

References

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Breen, M., & Candlin, C. N. (1980-99). The essentials of a communicative curriculum in language

teaching. Lancashire: University of Lancaster.

Cizek, G. J. (Apr 2, 2010). Handbook of Formative Assessment. New York : Routledge.

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Harmer, J. (1999). The practice of English Language Teaching . London: Cambridge University.

Johnston, I. (1996). Inventory of the papers of Agueda Iglesias Johnston. Mangilao, Guam:

Micronesian Area Research Center, University of Guam.

Serge Ravet, Maureen Layte. (1996). Technology Based Training: A Comprehensive Guide to

Choosing, Implementing, Managing and Developing New Technologies in Training. New

York : Kogan Page Ltd (25 January 1997).

Theo Wubbels, Jack Levy. (1993). Education for Teachers. Lomdon: The Falmer Press.

Vermunt, J. D., & Verloop. (1999). Learning and Instruction,. Washington DC: American

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Wright, T. (1987). Roles of teachers and learners . New York : Oxford University .

34

Appendix

Questionnaire

1.What teaching methods do you use besides lecturing?

2. Which role do you classify yourself as?

• Controller

• Assessor

• Organizer

• Prompter

• Participant

• Resource Provider

• Tutor

• Observer

3. What is your teaching philosophy?

4. Do you think encouraging impact learning?

a) Yes

b) No

5. Do you communicate directly?

a) Yes

b) No

6. Do you see yourself as a good role model?

a) Yes

b) No