Adaptability is the most critical skill students in contemporary society need. To quickly adapt to the demanding and transformative conditions of the twenty-first century, students should benefit from the example and expertise of teachers who actively and proficiently respond to change.
What does the phrase “changing teachers” might refer to? According to Kennedy, Doyle, and Goh (1999: VI-VIII), this phrase has at least three readings. One refers to teachers who become “change agents”; they are willing to implement change in the classroom by changing the teaching strategies, methods, and techniques or adapting to the student’s needs. The second reading of the phrase refers to the consequences of implementing change on the teachers’ attitudes and beliefs. More experience and knowledge contribute to their professional development. Under the new circumstances, the “changed teachers” are ready to take on new roles and responsibilities. The final reading considers some external agents whose job is to ensure that teachers are willing to change and answer the demanding tasks of a technological world in constant change.
Since behavioral change is a complex issue, cognitive strategies should take precedence over coercive ones. Change is possible when teachers interiorize the need for change and wholly engage in implementing changes because they believe they are necessary and beneficial for all the actors involved in the educational process. The teacher’s attitude toward the idea of change is essential in influencing the other teachers’ behavior and the superiors’ willingness to accept change. Suppose the teacher believes in the necessity of change and thinks s/he has control over the change. In that case, the result is a better educational system in which change positively affects teachers and students.
In general, teachers are expected to perform a variety of roles, ranging from provider of information to entertainer. After years and years of traditional teaching, a more relaxed approach to the teacher-student relationship seemed to answer the challenges of a new paradigm. However, a complete laissez-faire style of teaching is not the right solution to better learning and teaching: “Certainly no one would wish their lessons to be boring, but it’s important to check out if the classes of an ‘entertainer’ style of teacher are genuinely leading to any real learning.” (Scrivener, 2019: 14) Focusing primarily on the teacher, traditional teaching has been considered the most efficient teaching method for many years. The passage from conventional teaching to entertaining teaching only led to the passage from one extreme to another. The truth is that effective teaching has much to do with establishing a good relationship between the teacher and their students. Scrivener calls this relationship a “rapport” (15) and enhances the importance of creating a positive learning atmosphere based on respect, empathy, and authenticity.
Teaching experience reveals no magic formula teachers can use to become their best versions. Harmer (1991: 57-67) enumerates some of the leading roles generally associated with teachers: controller, organizer, assessor, prompter, participant, resource, tutor, and observer. He notices that different lessons or activities require teachers to change roles to answer particular educational aims and goals better. In addition, Harmer also tackles the problem of the teacher as a “performer,” later to be called by Scrivener “entertainer,” as we have previously mentioned. They both share that the teacher is not expected to change into a “showman” performing undiscriminating during all their classes.
Last but not least, another theoretician (McGrath, 2013: 21-24) puts forward a more modern perspective on teacher roles and the need for change. In his opinion, the educational process’s success rests on how teachers relate to three concepts: choice, control, and creativity. A good teacher is ready to choose and adapt their strategies and techniques according to the requirements of different contexts. Moreover, a good teacher knows when s/he needs to be in charge of the classroom and when to delegate control to their students. Finally, an efficient teacher is creative and finds innovative solutions to the inherent problems raised by different students or groups of students.
References
1. Harmer, Jeremy (1991) The Practice of English Language Teaching. London and New York: Longman.
2. Kennedy, Chris, Doyle, Paul, and Goh, Christine (1999) Exploring Change in English Language Teaching. Oxford: Macmillan Heinemann English Language Teaching.
3. McGrath, Ian (2013) Teaching Materials and the Roles of EFL/ESL Teachers – Practice and Theory. London: Bloomsbury Academic.
4. Scrivener, Jim (2019) Learning Teaching. The Essential Guide to English Language Teaching. London: Macmillan Education.