Teacher Roles

In Kumar’s chapter 1, he discusses the different roles that teachers inhabit. Particularly, how they view their work and what they will get out of it depending on their viewpoint. The relationship between the teacher and how they use their theories of teaching to become better at their jobs is also discussed.

One of the key factors when it comes to teacher motivation is how they view their job. Kumar provides several different examples of ways that teachers can think about this including: job, vocation, work, career, occupation, and profession (6). All of these titles have different meanings that come from what the teacher thinks about what they do. For example, Kumar states, “a job is an activity that provides sustenance or survival. It comprises highly repetitive tasks that are not defined and developed by those performing them” (6). Clearly, “a job” is not a highly fulfilling way to thing about teaching. The teacher goes to school every day and repeats the activities of the previous day, without much thought or care. On the other hand, the author defines vocation as this; “Vocation goes well beyond sustenance and survival; it guarantees personal autonomy and personal significance” (Kumaravadivelu 6). A vocation gives the teacher a sense of calling and importance. A teacher will be much more excited about getting up in the morning for their vocation than they will for their job.

There are a few different titles that the author gives teachers when it comes to their roles. These go along with the idea of job title, although it goes a bit deeper. He gives the examples of Teachers as Passive Technicians, Teachers as Reflective Practitioners, and Teachers as Transformative Intellectuals. Teacher as Passive Technicians are viewed as a middle man between the experts and the children. They rely heavily on the research and knowledge of others before them who provided them with the knowledge that they need to teach. They don’t generally think outside the box nor have unique ideas (Kumaravadivelu 8). Teachers as Reflective Practitioners go a little bit deeper into teaching theory than the Passive Technicians. “Teachers are not seen as passive transmitters of received knowledge but as problem-solvers” (Kumaravadivelu 10). The idea is that teachers know what they are doing in the classroom. They do not need to rely on outside “experts” who are writing books on educational theories. They are the ones in the classroom, and they can think critically in every situation (10). Finally, Teachers as Transformative Intellectuals focus on “a pedagogy that empowers teachers and learners” (13). They are in the classroom as a person to influence the students to change their worlds, to change the social makeup of their towns and cities. They focus on problem solving and creative thinking over cookie cutter ideas (16). All of these methods of teaching have come about through the different theories in which these teachers believe. Theory is a very important aspect of teaching, and teachers need to be grounded in their theory in order to do well in their classrooms.

One of the things that caught my eye in the reading was something that Kumar said about the Reflective Practitioner Teacher. He says that this teacher “is aware of and questions the assumptions and values he or she brings to teaching” (11). I like that he brings in the factor of the teacher’s personal life. So often, it seems that a teacher’s professional and personal life are kept separate. Whether it is the teacher’s choice, or the administrators’, it is often the case. Teachers should be thinking about their values when they go into school to teach every day. Even though teachers represent the school, they also represent themselves. As individuals, they have values that are important to them, and culture backgrounds that influence their teaching. Those are very important to keep in mind while teaching sensitive students. Some teachers need to learn the value of being more culturally aware, especially when teaching ESL students. ESL teachers need to be especially aware of the attitude that they bring into their classrooms every day. On the flip side of that question, should teachers be allowed to express their values in the classroom? Or do they need to act as a neutral individual as they are representing the school? 

The Grammar Translation Method - effective?

The readings discuss various points of view on methodology that have emerged over time. There is a spectrum of very structured and traditional, to new and open-minded ways of thinking. The most structured method is The Grammar Translation Method. On the other hand, there are many other methods that are more liberal and free in nature. Some of these include the Direct Method, the Audiolingual Method, Suggestopedia, and the Silent Way. All of these methods focus on aspects of language learning that are less than traditional. For example, Suggestopedia uses Baroque music and relaxation to teach language more effectively. In the Silent Way, the teacher is not very involved, they are there to encourage the students, but not directly tell them what to do. The students are to use each other and the objects around them to help the learning process. All of the methods have different pros and cons attached to them, none of them are absolutely right or absolutely wrong. Teachers should utilize all of the above methods and more to find the right fit for them and their classrooms.

There have been various ways of teaching language over the years, the most prominent and popular being the Grammar Translation Method. This is also known as the Classical Method. It is described this way in the textbook: “Classical Method: focus on grammatical rules, memorization of vocabulary and of various declensions and conjugations, translations of texts, written exercises” (Brown 19). This method does not focus so much on oral communication as much as scholarly knowledge. Generally, grammar, vocabulary, and theory are the focus of this method. Very little attention is paid to pronunciation and useful communication skills in the target language. Although this has been the most common way to learn language over the past centuries, it is now looked upon as an older, not very productive method.

In the textbook, Brown points out, “It’s ironic that this method has until very recently been so stalwart among many competing models. It does virtually nothing to enhance a student’s communicative ability in the language” (Brown 19). For the past one hundred years or more, this method of language teaching has been successful. Many students have learned language fluently through this method. It’s not as if the human race just started to really learn language as new methodology emerged. Although there are many downsides to this method there is this question to consider: What aspects of this method were helpful? What types of students did this method reach best? Perhaps there are positive aspects to this method that are being overlooked. 

My name is Breanna Norton. My loves are Jesus, my family, books, music, and languages. I am majoring in Spanish Teacher-Education and minoring in TESOL. I love language. The only language besides English that I've actually learned is Spanish, but I love learning small phrases and greetings in other languages for fun. 

The first time I that language sparked my interest was on my first trip to Mazatlan, Mexico in 2006. It was a mission trip with my church and we were providing food and spending time with the people in the villages there. After that trip, my interest in learning Spanish grew and I began to pursue it more seriously. My senior year of high school, I decided to major in Spanish Teacher-Education at ISU, and I'm glad that I did! I have enjoyed learning more about Spanish studying in depth about culture and literature. 

In the past few years, I have also come to appreciate the field of linguistics. Linguistics is so interesting to me, and it's something that I would love to pursue more. Although my major is Spanish, I would really enjoy teaching ESL in the public schools after I graduate. After taking several classes in the ESL field, I've fallen in love with it. However, whatever the field, I hope to be an encouraging and uplifting teacher to my future students.