Mastering the role of the teacher - Methodology of teaching psychology

Mastering the Teacher's Role

Beginning of teaching activities for young teachers - recently graduate students - is associated with the difficulty of moving from the role of a former student to the role of a teacher . A new role requires confident behavior and the manifestation of teaching qualities and skills. The transition to pedagogical activity implies adaptation to new positions. The former student moves from one role to another (Table 9.1).

Table 9.1

Switching from one role to another

From position

To position

The subordinate

The leader



End of Table. 9.1

From position

To position





Low Responsibility

High Accountability

Member of the group

Group Leader




The requestor





This transition period can be associated with a number of fears, which we will consider in detail. Of course there are fearless people who are not embarrassed by any circumstances. For others, the need to stand in front of a group of people and communicate new information to them can be frightening. Consider the typical fears. The following worst case scenarios are designed to help young teachers understand: 1) other teachers have faced the same problems; 2) they survived and achieved success.

Fear "I will not like them." Anxiety about the personal attitude of students to you prevents you from working with the content of the subject you are teaching. Try to come to class early and engage in daily conversation as students come. This will not only help you and your students to get to know each other better, but also will provide an opportunity for students to discuss with you the study questions.

Fear I will lose control of the group & quot ;. This concern can be overcome by appropriate preparation and waiting for certain events. Too much desire to control events can be self-destructive, because it leads to resistance from students. It is better to start each lesson with a scoring plan, then you should invite students to add something to it, if they want. Students who know what they expect will be more receptive to your intentions.

Fear I'm boring them & quot ;. Disturbing people become inhibited, and inhibition causes boredom. Remember that you have personal experience and knowledge about your subject that deserve to be offered to students. Share what's interesting for you in the subject. You can ask the students at the beginning of the lesson what topics are interesting for them. Your students will be more interested in the subject if you align their studies with their interests.

Fear "I will be caught on a stupid mistake or I will not know the answer to the student's question." The best way to cope with the mistakes made is to recognize them quickly. You will soon lose the trust of your students if you bluff and say that you know the answers to all their questions. It's best to admit to the students: "I do not know, but I'll give you an answer later." Try not to forget your promise. If you think that the student's question has confused you, you can ask other students if they can help you in answering the question. Naturally, students believe that you are well prepared for the lesson, but even the most intelligent students do not expect complete perfection from you.

Fear & "Some students may know more than I". Capable students can know more about a certain topic than you do. It's fine. However, do not forget that you are the person chosen by the department to teach this course. You have a broader knowledge of the subject than any of your students. Those students who are well-versed in certain topics can act as invited lecturers, conduct discussions, make special reports, etc. Potential negative can be reversed.

Thus, you are not expected at all that you know everything and that you are a perfect teacher. Remember that you have extensive knowledge, have the ability and interest in the subject you are teaching students. Your job as a teacher is to use what you know to help students learn. In addition, you should experience the joy of the teaching process. If you like this lesson, you will not only avoid fears, but your students will also like what you are learning.

The activities of the teacher in many ways similar to the work of the actor. The teacher stands in front of the students and performs the role: "I am a teacher". Many people are frightened by the situation when they have to speak before a group of people; in this case they would prefer to remain silent. The teacher does not have such an opportunity. Teaching requires abilities for public speaking.

At the same time, some novice teachers say: "I'm a shy person"; I'm Tacit & quot ;. In principle, they can continue to be so. People of different types can be successful teachers. Many actors also talk about themselves, that by nature they are quite quiet and shy, but playing a role, they behave quite differently. This can be said about the teachers. Each person has several roles that he performs in life. Anyone who takes responsibility for teaching others must accept the role of the teacher as one of the roles. It does not at all require the alteration of oneself as an individual or parting with your "I"; it only requires taking a role as a teacher.

Successful teaching does not require the ability to sing, dance, joke or artfully gesticulate. It involves responsibility, the ability to express your thoughts clearly, to support students' interest, to show enthusiasm for your subject, to encourage learners to reflect on the teaching material. Students appreciate when a teacher helps them learn. The best advice for beginning teachers on how to behave in class is in one word - "relax!" . It is natural that the teacher is well prepared for the lesson. Of course, good intentions should be supplemented with pedagogical techniques, which was discussed in previous chapters.

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