TOPIC 5

Roles Of Primary
School Teachers

YongLC 1
Roles Of Primary School Teachers
Knowledge and skill practitioners

Guidance teacher

Reflective practitioner

Researcher

Social Agent

Change Agent

Taking over parents’ role

Shaping behaviour

Managing learning

YongLC 2
 1. Knowledge and skill practitioners

 Teachers understand how children learn and

develop and can provide learning opportunities
that support their intellectual, social and
personal development.

 Teacher also understands and uses a variety of

instructional strategies to encourage students’
development of critical thinking, problem solving
and performance skills.

YongLC 3
 1. Knowledge and skill practitioners
 A teacher is eclectic in the sense of being able to
synthesise rather than merely select what is
available.

 The teacher should possess the ability to

harmonically arrange what has been selected to be
offered to the students.

 The practitioner has to adopt technology (ICT) as a

means for becoming more effective in producing his
own materials, accessing the Internet to gain
information, ideas and YongLC
core materials which will 4
provide the basis for presentation to the students.
 1. Knowledge and skill practitioners

 Has love for knowledge, always seeking and

trying to increase one’s knowledge.

 Concerned with the latest development in

knowledge and skills.

 Teacher must nourish the love for knowledge

culture in his/her pupils.

 Able to apply this knowledge in various aspects

YongLC 5
of life.
1. Knowledge and skill practitioners

Learning

ICT Manage

Communication Thinking
SKILLS

Planning Facilitator

Teaching Evaluating

YongLC 6
 1. Knowledge and skill practitioners

Discussion
 What are some ways teachers
can become knowledgeable
and skilful practitioners?
 Talk to a partner.

YongLC 7
 Task
In PAIRS, pick a ROLE and answer the
following questions:
1. List the responsibilities of the teacher.
2. Provide specific examples that reflect the
role & responsibilities.
3. Discuss ways how this teacher’s role can
be enhanced.
Display your work in the form of a graphic
organiser.
YongLC 8
 Example: Teacher as knowledge and skill
practitioners
Examples:
Responsibilities: 1.
1. Provide learning 2.
opportunities that 3.
support pls’ overall 4.
development.
2. Use a variety of
instructional strategies to TEACHER
encourage students’ AS KNOWLEDGE &
development of CT, PS SKILL
skills etc. PRACTITIONERS
3. Synthesise info. on
strategies/techniques etc.
and apply the best Ways to enhance oneself
combination in the 1.
classroom. 2.
4. Adopt ICT in T & L and in 3.
producing T&L materials. 4.
YongLC 9
 2. Guidance teacher
 Guidance is the responsibility of every teacher.
Guidance does not occur at a single moment or as
a solitary event with a teacher saying, “Students
put your books away; it is time for guidance.”

 Crow and Crow (1983) refer to guidance as the

appropriate help given to the individual concerned.

 Generally, guidance refers to the process of

helping a person develop the understanding and
skills to cope effectively with life issues and life’s
challenges. YongLC 10
 2. Guidance teacher

 In this process, a person learns to change

and develop new attitudes, values and
skills so as to cope better with difficult
situations.
 We need to understand that it is not easy
to change; it is a continuous process.
 As teachers we need to understand that a
student needs time to change.

YongLC 11
 2. Guidance teacher
Generally, the following are some of the major aims
of guidance that are to help students:

 Develop his potential so that he can become a

healthy and well-balanced individual, with the
abilities and attitudes that will help him cope
effectively with life’s challenges and difficulties;
 Develop healthy and positive values and attitudes
towards himself and towards others, to increase
self-awareness and understanding of his roles and
responsibilities in life; and
 Develop and motivate pupil’s interest towards
YongLC 12
academic subjects.
 2. Guidance teacher
 Cultivate a healthy attitude and interest
toward school.

 Guide pupil’s to identify their strength,

weaknesses, interest and inclination so as
to enable them to develop their potentials.

 Teachers take on the role as a mentor –

train, support, provide guidance and give
positive feedback. YongLC 13
 What are the approaches
guidance teachers can take to
help their pupils?

YongLC 14
Approaches to guidance

1.Developmental
2.Preventive
3.Remedial
4.Crisis

YongLC 15
 2. Guidance teacher
The four approaches to guidance
1. Developmental Approach
 Developmental guidance refers to programmes designed to
enhance the functioning and developmental potential of
healthy individuals and groups.
 This approach focuses on helping students achieve positive
personal growth throughout the various stages of their lives.
 Guidance includes the student competencies or outcomes to
be achieved in each of the three developmental domains,
namely, academic, career and personal/social.
 The teacher can conduct activities to motivate pupils and help
develop positive self-concept towards better self
achievement.
YongLC 16
 2. Guidance teacher
2. Prevention Approach
 Prevention guidance emphasizes the anticipation of
future problems and provides the information and skill
training necessary to prevent the occurrence of
problems.
 Prevention is usually proactive, that is, initiating,
anticipating, reaching out actively, and aimed at large
groups of people rather than individuals, in anticipation
of a debilitating life problem.
 Groups targeted for prevention programmes are
generally considered at risk, or susceptible to
experiencing the disorder sometimes in the near future
YongLC 17
 2. Guidance teacher
2. Prevention Approach

 Prevention is concerned with identifying skills that

are needed now or that may be needed in the
future and by providing individuals or groups with
needed skills.
 Preventive attempts take place before any problem
has been identified.
 This guidance is a preparation of a system of
accountability among teachers, parents, peers and
community members to prevent the possibility of
learning problems among pupils.
YongLC 18
 2. Guidance teacher
3. Remedial Education Approach

 This means the providing of services to

students with specific problems.

 Remedial programmes designed are

focused on encouraging students to make
healthy and appropriate choices and to
employ effective coping strategies.
YongLC 19
 2. Guidance teacher
3. Remedial Education Approach
 Guidance teachers use remedial education
approach with students who have not developed
or demonstrated the skills to make healthy
choices and for those who need assistance in
coping with difficult situation.

 The student unable to function in the normal

school setting can be assisted in modifying his
behaviour through the use of such techniques so
that he can return to the normal classroom.
YongLC 20
 2. Guidance teacher
4. Crisis Approach
 Crisis approach tends to be directive and action-
oriented. When students are in crisis, guidance
teachers do not have the luxury to allow time for
student self-reflection and in-depth exploration of
perception and concerns.

 Typically students in crisis want direction, and it is

only after they are stabilized and secure that they
are able to assume some decision-making
responsibilities. YongLC 21
 2. Guidance teacher
A well-designed guidance will have the
following characteristics:
A clear purpose
Age-appropriate activities
Coordinated and sequential lessons
Opportunities for students to apply, reflect and
evaluate their learning

Types of guidance
1. Individual Guidance
2. Group Guidance YongLC 22
 2. Guidance teacher
Types of guidance

1. Individual Guidance
One of the primary tasks and responsibilities of a
guidance teacher is providing individual guidance for
students concerning the following:
– unsatisfactory academic achievement
– personal and career problems
– absenteeism during academic or co-curriculum
activities
– discipline problems such
YongLC
as being late for school,
23
truancy and smoking.
 2. Guidance teacher
2. Group Guidance
 In group guidance, guidance teachers and
teachers can impart information or
instruction to large number of students.

 Group guidance reaches more students

and opens avenues for discussion and
sharing that may not occur with individual
students.

YongLC 24
 2. Guidance teacher
2. Group Guidance
 Group guidance has the potential to enhance
the total environment of the classroom or
school by emphasizing positive aspect of
human development and relationships.

 Information learned and behavioural skills

achieved through classroom guidance can be
generalized by students to address personal,
educational and career goals in their lives.
YongLC 25
 3. Reflective practitioner
 Reflection means the process of thinking about
your experiences and their implications on you.

 When we reflect, we become aware and critical

of our own practice and as a result the process
of education is also enhanced.

 Through reflection, we always evaluate the

outcome of our planning and strategy in
teaching and learning, and try to identify our
strong and weak points.
YongLC 26
 3. Reflective practitioner

Planning
Planning

Reflecting Acting Reflecting Acting

nning Planning

Observing Observing
ing
Figure 1: The Reflecting Process
(Modified from Bruce & Rose, page 334, 1995)

YongLC 27
 3. Reflective practitioner

Schön (1991) presented the concept of 'reflection in action'

and 'reflection on action':
Schön's theory is that there are two types of reflection, one
during and one after an activity or event.

Reflection in action Reflection on action

 Thinking about something that has
 Experiencing
happened
 Thinking on your feet
 Thinking what you would do differently
 Thinking about what to do next
next time
 Acting straight away
 Taking your time

YongLC 28
 3. Reflective practitioner
Reflection-on-action

 For a start, reflection-on-action is the form of reflection

after an action has been done.

 It is a systematic and deliberate act to analyse, reconstruct

and reframe a teaching and learning situation in order to
explore new plan for future use.

 “We reflect on action, thinking back on what we have done

in order to discover how our knowing-in-action may have
contributed to an unexpected outcome” (Schön, 1983, p.
26).
YongLC 29
 3. Reflective practitioner
Reflection-in-action
 Reflection-in-action occurs while we are ‘in the thick of
things’.

 Reflection-in-action happens in situations where your actions

yield unexpected consequences and is not part of the actions
that go according to your plan. It has a critical function in that
we evaluate, rethink and restructure our strategy, create new
understanding and new ways of framing problems.

 Reflection-in-action helps us as we complete a task. It is that

process that allows us to reshape what we are working on,
while we are working on it.
YongLC 30
 3. Reflective practitioner
Importance of a reflection
 A deeper understanding on teaching styles.
 Able to identify one’s own strength and
weaknesses
 Becomes a more confident teacher
 Teaching becomes more effective
 Reflective thoughts can be documented in
writing and become a source of reference.

YongLC 31
 4. Researcher
 Strive to bring changes, modifications and innovations
in the teaching and learning techniques.

 Action Research
 Reflection
Concentrates on practical teaching in class.
Enables teachers to improve teaching skills,
upgrade teaching methods and techniques.
Build confidence while carrying out teaching
activities.
Test teaching effectiveness in the classroom.

YongLC 32
 4. Researcher
Importance of a research:
 May be able to enhance the clarity of a theory, language or learning.

 May enhance the knowledge and understanding of classroom

practices and teaching skills.

 Enable collaboration with pupils and other teachers.

 Opportunity to enhance commitment towards improvement of quality

in the teaching profession.

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 5. Social Agent
 To disseminate society culture;

 To shape positive personality in accordance to

the norms and values of society. Teacher
must try to ensure that the pupils’
development are according to the values and
norms of the community.

 To work towards a caring society;

 To be a social role model for students to

observe and follow;
YongLC 34
 5. Social Agent
 Teacher must nurture in pupils, the attitude, values and
behaviour as desired by the community.
 Teacher’s role is to develop an individual who is able to
socialise and has good emotional intelligence that will
enable him/her to adapt in the real world.
 To be a social intermediary among teachers, parents,
government officers and the society; and
 To be an intermediary between school and the society.
 Teacher must be involved in community work. The
teacher can provide services in his specialize area,
manpower, time or finances.

YongLC 35
 6. Change Agent

 Make preparations for school pupils to adapt and

accommodate new changes of the present and the
future – with respect to the technological change.

 Teachers must reform their thinking, attitude and effort

in order to equip themselves with sophisticated
knowledge and competent teaching skills – changes in
the education system KLSM  KBSR/KBSM  KSSR

 Teaching-learning strategy
 Knowledge of ICT
 Evaluation

 Responsibility for providing up-to-date knowledge, and

enhance positive changes of the pupils’ performance
YongLC 36
and outlook.
 7. Taking over parents’ role (surrogate
parents)
 In the past, parents and teachers both used to
make the best of their efforts to provide an
atmosphere to their children congenial to
the development of higher virtues and morals.

 But the gross social change over the last fifty

years, large scale urbanization, ruthless
competition for financial gains, and heavy
preoccupation in everyday life has depleted all
time and energy from the parents, leaving behind
little time and energy to monitor their children.
YongLC 37
 7. Taking over parents’ role
 To show love and warmth
 To care and be sensitive towards the various differences
among the pupils and their background.
 To provide a quality learning experience that is
meaningful
 To provide a condusive learning environment – from a
physical and socioemotional aspect.

 To collaborate with parents - to stimulate positive

relationship between schools and parents through
planned and continuous communication.

YongLC 38
 8. Shaping behaviour
 Shaping is a method that assists you in setting
goals for the behavior of a certain student.

 Shaping is used when you want the student to

engage in a certain desirable behavior that is, at
present, infrequently or never displayed by
him/her.

 If you were to wait for the student to show this

behavior so that you could reward him/her, you
might wait a very long time.
YongLC 39
 8. Shaping behaviour
 Shaping allows you to build this desired
behavior in steps and reward those behaviors
that come progressively closer to the one you
have selected as the final goal.

 As the student masters each sub-step, you

require that s/he move to the next increment in
order to receive an award or reinforcement.

 Shaping modifies behavior by reinforcing

behaviors that progressive approximate the
target behaviour YongLC 40
 8. Shaping behaviour
 For example, John never does his math
homework. You would like to have him complete
his homework on a daily basis. You realize that
if you wait for him to complete his homework
before you reinforce him in some way, you may
never (or infrequently) have the opportunity to
administer a positive consequence. Therefore,
you decide to break down the desired behavior
into sub-steps that are progressively more
demanding.

YongLC 41
 8. Shaping behaviour
 These steps might be:
1. John will write his name at the top of the worksheet.
2. John will complete one problem of his choice.
3. John will complete five problems of his choice.
4. John will complete either all the odd numbered problems or all
the even numbered problems.
5. John will complete all problems except one.
6. John will complete all problems.

 As John masters each step, you will tell him that he must now move
on to the next objective to receive a reward. If the jump between
two steps is too difficult, then you must break down the steps even
further into smaller increments.

YongLC 42
 8. Shaping behaviour
 How to Use Shaping
1. Identify a desired behavior for this student. Determine the final
goal.
2. Identify the student's present level of performance in displaying
the desired behavior.
3. List the steps that will eventually take the student from his/her
present level of performance to the final desired behavior.
These levels of skill should be progressively more demanding.
4. Tell the student that s/he must accomplish step 1 to receive the
reward.
5. Once the student has mastered a specified behavior, require that
she/he demonstrate the next stage of behavior in order to receive
a reward.

YongLC 43
 8. Shaping behaviour
 There are several kinds of troublesome behaviors of students in the
classroom: intentionally or unintentionally coming late to class,
talking while the teacher is discussing, playing jokes on classmates,
intimidating or bullying fellow students, behaving rudely with
teachers, and openly challenging teacher’s authority.

 These kinds of behavior make it difficult for other students in the

classroom to concentrate on the lessons, and similarly, makes it
difficult for the teacher to conduct the class.

This requires teachers to have complete knowledge of the methods

to deal with such behaviors in the classroom.

YongLC 44
 8. Shaping behaviour
 Positive reinforcement : Providing compliments, approval,
encouragement, and affirmation; a ratio of five compliments for
every one complaint is generally seen as being effective in altering
behavior in a desired manner.

 Behavioral contract: The student and teacher agree on a written

agreement that outlines: specific positive behaviors that the student
is to engage in (or specific negative behaviors that he or she is to
avoid), the privileges or rewards that the student will earn for
complying with the behavioral contract, and the terms by which the
student is to earn the rewards (e.g., staying in his or her seat during
independent reading period for three consecutive days).

YongLC 45
 8. Shaping behaviour

 Modeling (Vicarious Learning): While

the target child is observing, the teacher
gives specific public praise to children
other than the target student when they
show appropriate behaviors. When
praising these behaviors, the teacher
clearly describes the praiseworthy
behaviors. When the target child 'imitates'
the same or similar appropriate behaviors,
the teacher immediately praises him or
her. YongLC 46
 8. Shaping behaviour
 Ignoring: When the student displays a problem behavior, the
teacher 'ignores' the behavior (that is, the teacher does not give the
student attention for the behavior).
Loss of privileges: The child is informed in advance that he or she
can access a series of privileges (e.g., access to games to play, the
opportunity to have 5 minutes of free time) if his or her behavior
remains appropriate. The instructor instructs the student about what
kind and intensity of problem behavior may result in the loss of
privileges, and for how long. After this introductory phase, the
instructor withdraws privileges as agreed upon whenever the
student misbehaves.

YongLC 47
 9. Managing learning

1. Managerial functions of the teacher:

planning, organizing, leading, coordinating,
directing, supervising, controlling, evaluating,
communicating, reporting.
2. Classroom management – rules & routine
3. Managing the classroom physical environment
4. Managing the classroom psychosocial
environment
5. Managing the evaluation process in the
classroom.
YongLC 48
 9. Managing learning

a) Planning
• The expected teaching and learning objectives; the course
units/components or modules for a particular subject in a particular
level; the needed resources; the methodology, and the procedures
for evaluation.

b) Organizing
• Assigning certain duties, such as those of group leader, class
monitor, class/ school prefect, etc. to such students
• Arrange the instructional materials available in the school within the
reach of the students.

YongLC 49
 9. Managing learning

c) Leading
• There are autocratic, democratic, psudo-democratic. group-
centred, and laissez-faire teachers in the school system. The
teacher's styles of leadership mostly depends on his personality;
background, that is, knowledge, skills and exposure; and sometime
environmental circumstances.

d) Coordinating
• Coordinating the efforts or the activities of students by the teacher.
The teacher, as the classroom manager, does not sit himself rigidly
in a place; rather, he goes round to see students at work.
He equally gives rational treatment to students' responses and
questions. He ensures that everybody is busy participating in the
school activities.

YongLC 50
 9. Managing learning

e) Directing
 The teacher is the director of knowledge. Thus, he should
motivate, influence, guide and stimulate the students' actions
toward the achievement of the school goals.

 The teacher is also a mediator of learning. He does not only

transmit knowledge, he guides his pupils/learners in ways of
acquiring knowledge, skills and competences to be able to solve
problems for themselves, so that, with time, they will become
independent of the teacher's guide

YongLC 51
 9. Managing learning

f) Supervision & controlling

 The teacher should ensure that the students are assisted in
adjusting themselves to the school setting, and help them solve any
attendant problems.
• The teacher oversees student activities as class-master, house
master, games master.
• The teacher, as manager should ensure that school rules and
regulations are obeyed

YongLC 52
 9. Managing learning

g) Evaluating & reporting

• There are various ways of evaluating the students' works -
summative, formative, diagnostic.

• Constant reports of the students' progress are necessary from time

to time. These are sometimes referred to as continuous
assessment. The teacher should promptly inform the appropriate
authorities with any problems in the school plans, programmes.
and procedures so that appropriate actions could be taken for
improvement.
The teacher's reports should be properly documented and fed the
school authority, the students and their parents/guardians.

YongLC 53
 10. Value Inculcator

 The teacher can instil noble values through the integration and
absorption approach in all the learning subjects.

 This is called values inculcation across curriculum.

 There are various ways to carry out this task.

a) Direct Infusion – e.g. telling the importance of certain

values.
b) Indirect Infusion – e.g. through carrying out of learning
activities, such as group discussion,
simulation, questioning, reflecting and
role playing.
c) Modelling – teachers and peers act as role models.

 In addition, the values can be inculcated through co-curriculum

activities, such as uniform units, clubs and societies and games.
YongLC 54
 10. Value Inculcator
 The teacher can instil noble values through the integration and
absorption approach in all the learning subjects.

 This is called values inculcation across curriculum.

 There are various ways to carry out this task.

a) Direct Infusion – e.g. telling the importance of certain

values.
b) Indirect Infusion – e.g. through carrying out of learning
activities, such as group discussion,
simulation, questioning, reflecting and
role playing.
c) Modelling – teachers and peers act as role models.

 In addition, the values can be inculcated through co-curriculum

activities, such as uniform units, clubs and societies and games.
YongLC 55
 10. Value Inculcator
Discussion

 State an example in which you

can inculcate noble values in your
major subject.

YongLC 56
 11. Community Innovator
 Teacher as community innovator demonstrates evidence of keeping
current with recent development inside and outside the country.

 Furthermore, as a community innovator he is involved in

organizations and projects, particularly leadership roles in the
society.

 As a community innovator, he also implements reforms, changes

and creates and restructures the community environment through
various ideas and commitment such as the use of information and
communication technology (ICT).

YongLC 57
 11. Community Innovator

 The teacher consistently works with society, ensuring various local

and national policies such as ICT programs are integrated across all
levels of the society.

 The teacher is actively involved in society planning and utilizes the

school and the society to actively design changes in the
environment.

YongLC 58
 11. Community Innovator
 The community innovator also makes references and
recommendations indicating excellent performance and potential for
success for the community he lives. He will develop and continue to
refine a well-mannered society based on the national educational
philosophy. He also expresses strong commitment to one or more
educational values. This will pave in creating a desirable society as
outline in our Vision 2020.

YongLC 59
 11. Community Innovator
 An innovator also instigates change in small ways, collaborating with
others, working on joint projects.

 He changes strategies, techniques, texts and materials when better

ones are found and/or when existing ones no longer provide a
substantive learning experience for her students / society. This
teacher also employs a combination of lecture-discussion,
simulation, cooperative learning, visual media, role-playing, guest
speakers and debates and whatever is age and grade appropriate in
order to accommodate diverse learning styles and to present the
subject from different angles to facilitate insights and connections.

 This teacher values and uses communities or students’ ideas about

how to enhance their own learning and improvement.

YongLC 60
 11. Community Innovator
 A community innovator also continues to develop, to seek evidence
of best practice, to take on board innovation, and to keep up-to-date
all the time. For the teacher this means updating their world
knowledge as well as their skills and knowledge of new approaches
to teaching, managing and planning for the students and the
communities.

YongLC 61
 12. Nation builder
 A teacher engages individuals in experiencing or accepting what is
valued by society to create a generation who loves and contributes
to the country’s well-being. This notion has clearly stated in our
Rukun Negara i.e. loyalty to the king and the country as the first
principle.

 A teacher should avoid the spread of a certain teaching which can

ruin the students, society, or nation, or which is contradictory to the
National Principles or Articles of Faith or governmental policies.

YongLC 62
 Tutorial 5
1. Provide relevant strategies that can be
implemented to fulfil the function of a
teacher as a transmitter of knowledge in
the context of nation building.

2. Give reasons why teachers must explore

the latest knowledge and skills.

YongLC 63
 Tutorial 5
3. Discuss how a teacher can become a
globally competent change agent.

4. Discuss your tasks and responsibilities as

a teacher in ensuring the success of a
school in a rural area.

YongLC 64
 ISL
Surf the Internet for additional references and
read articles on the related topics.
Then answer the following questions:
1.State the characteristics of a globally competent teacher.
2. Give reasons why teachers must explore the latest knowledge
and skills
3. Discuss the implications of the roles of primary school teachers
as:
 Social Agents
 Change Agents
 Taking over parents’ role
 Shaping behaviour
 Managing learning YongLC 65