TASK 1

Teachers must be progressive and innovative in developing themselves as educators

and knowledge transmitter. In order to being successful in educating the students to get the

best learning, teachers have to be aware of their roles. Similarly to the other profession,

teachers face a lot of issues in the education system regardless at school or ministry. Mizell

(2010) supported that teachers juggle an overwhelming number of unfamiliar issues, such as

classroom management, instruction, curriculum, school culture and operations, test

preparation and administration, state standards, parent relations, and interactions with other

teachers. Fortunately, teachers can solve the adversities by playing their roles as facilitator,

agent of socialization and agent of change so that the demands of teachers' colleagues,

students and their parents can be fulfilled by the teachers.

TEACHER AS FACILITATOR

As we all concern, we always claimed that teachers should be facilitator to the

students in their teaching and learning process. However, to what extent the teachers aware

on their role being a facilitator? The role of a group facilitator, according to Hunter (2007), is

to guide the group process to help participants achieve their agreed purpose. Schwarz

(2005) described a facilitator as a “substantively neutral third party, acceptable to all

members of the group, who has no substantive decision-making authority” (p. 27). As stated

by Hunter (2007) and Schwarz (2005), the role of facilitators is to assist and let their students

make decision and choices for any purpose. Instead of deciding for every decision in class,

the teachers can give opportunity to the students to decide by themselves so that there will

be genuine acceptance and engagement between the students and teaching and learning

process in class. They also able to share their perspectives and experiences in a motivating

atmosphere as teachers already set a motivating atmosphere in class. By creating positive

environment, students feel special and important to the teacher; it revolves around a teacher

provided sense of warmth, affection, and approval for students (Furrer & Skinner, 2003).

When students feel related to their teacher, they show lesser negative affectivity and greater

classroom engagement. Furthermore, the students will not feel their teachers as dictator and

force to follow blatantly whatever the teacher said. If the teachers encourage and facilitate

the students in activities which require collaboration and discussion the class will be a think

tank since the students are actively learning from each other rather than sit and listen. On

the other hand, when teacher-student interactions go well, teachers' function both as a guide

to structure students’ learning opportunities as well as a support system to nurture students’

interests and to enable students to internalize new values, develop important skills, and

develop social responsibility. Under these supportive conditions, students’ classroom activity

is consistent with their needs, interests, and preferences, as students show strong

motivation, active engagement, and meaningful learning. (Ryan & Deci, 2000)

In addition, being a facilitator will also fulfil the demand of Code of Ethics of a teacher which

is the teacher shall direct his/her whole professional effort to assist the pupils to develop

their whole personality including their ability to work. By preparing and exposing the students

of the interaction skills, it will assist the students in their real world. Adding to that, facilitation

makes the learners responsible for their own learning (Suunarborg,2008). Thus, if the

teachers able to be facilitator in class, it will foster the development of social skills and create

a learning environment that will encourage young people to learn to live together and to

become responsible citizens. Since facilitation promotes the students to learn independently,

it helps them in developing their cognitive by thinking critically and creatively in order to

survive in this era.

TEACHER AS AGENT OF SOCIALIZATION

According to Mercer (2007), socialization refers to the meaning of being able to relate

a pleasant type of companionship with a friend or associate. The companionship will allow

the process of culture of a society is passed down the children. Children learn their cultures,

acquire knowledge, belief and norms mostly at school as they spend most of their time at

school. The students should be taught on how to respect and appreciate each others'

differences. To ensure students can impose the values, students need to experience and

learn how to socialize. Agents of socialization are people, groups and/or institutions that

influence self concepts, emotions, attitudes and behaviour Saldana (2013). In school,

teacher is responsible to model socialization inside or outside the classroom as teacher is

one of the most influential people. Teachers have to play their role as agent of socialization

by directing and modelling examples. To encourage the students to be socialize and

respectful towards others' differences, teachers should mix the students regardless genders,

race and ethnic in one group. It encourages the students to respect and even enhance their

knowledge about others' cultures. Plus, teacher should encourage socialization by using

resources which are universal as materials in teaching and learning. By doing that way, the

students will be aware of multiculturalism that we posses as Malaysian.

One of the ways that the teachers can model is by adhering to Code of Ethics for

Teachers which is the teacher shall respect the professional standing and opinions of

colleagues and maintain relations with the highest standard of professional courtesy. In

addition, to strengthen the relationship with parents, teachers shall act with the community

which will uphold the prestige of the profession as well. Meanwhile, if the teachers in class,

teachers should aware and be sensitive towards the students due to multiracial and different

backgrounds they belong to. Being an agent of socialization, teachers necessitate

implementing activities which promote interaction, assistance, respect and problem solving.

By taking all those values into consideration before conducting any activity, it will benefit

their cognitive and social development as well. According to Tasmajian (2002), the

developmental needs of elementary aged children have expended and became more

diverse. Personal and social needs form a large part of self concept and provide the initial

developmental path for adolescents.

TEACHERS AS AGENT OF CHANGE

Apart from that, teachers are also known as agent of change. According to Hoban

(2002), "change is in essence, learning to do something differently, involving adjustments to

many elements of classroom practice" (p. 39). The teachers have authority to make

adjustment and amendment towards their method of learning or in term of teaching and

learning strategies. Being among 21st century citizen, teachers must have courage to make

transformation towards conventional pedagogical teaching approach. For instance, teachers

can maximize the usage of ICT in classroom to ensure students engage in the learning

process. Students will be delighted and motivated to learn if the teachers are willingly to try

new effective approach of teaching. By engaging students with our teaching, mastery and

meaningful learning can be achieved in class. One other ways that teachers should change

in our education system is teachers are encouraged to teach the students based on the

students' learning styles so that the teaching and learning will be more effective and efficient.

Apart from that, in order to make bigger changes which involve the school administration or

norms, teachers need support from the principal and the colleagues. Chen (2005) claimed

that another way of changes that teachers can make is through approaching the principal

and then working with teachers and parents. Teachers who are willing to improve

relationships and their strong sense of purpose to help colleagues explore, share, and

improve the practices they use daily with students will promote authentic and appropriate

changes that responsive to the needs of students. (Donaldson, 2007, p. 28). One of the

changes involving schools administration is the teachers can suggest implementing activities

that benefit the students to the principal and work together with the colleagues to make it

real.

To be linked with Code Ethic of Teachers, the role of teachers as agent of change

has fulfilled their responsibility towards students, parents and colleagues by actively make

effort to ensure development of the students. In order to promote students' welfare, the

teachers should make collaboration with parents by consulting and involving parents with

school activities so that the parents aware of their children's progression. This effort should

be look into consideration especially for novice teachers as they may not have the power to

change the education system but a small change within school community may bring benefit

to the students' development. Thus, the teachers should always look into small things that

they can change in order to achieve mastery learning of the students.

In the quest for improved student outcomes, teachers' professional development

must be enhanced as well. Since learning is ongoing process, instead of encouraging the

students to learn, teachers must be committed to develop their teaching practice,

instructional goals and approaches to achieve mastery learning for the students. Besides

that, the teachers or educators strive to create a learning environment that nurtures to

fulfilment potential of the students. Thus, teachers should be proactive in making changes

towards their pedagogical approach, method of teaching and learning and type of learning

atmosphere so that the transmission on knowledge process can be utilized.

REFERENCES

Chen, C. (2005). Teachers as Change Agents: A Study of In-Service Teachers' Practical

Knowledge. Action in Teacher Education, 26(4). Retrieved from

https://www.santaclaracares.org

Donaldson, G. A. (2007). What do teachers bring to leadership? Educational Leadership,

61(1), pp. 26-29.

Furrer, C., & Skinner, E. A. (2003). Sense Of Relatedness As A Factor In Children’s

Academic Engagement And Performance. Journal of Educational Psychology, 95, 148–

162.

Hoban, G. E (2002). Teacher learningfor educational change. Buckingham, UK: Open

University Press.

Hunter, D. (2007). The art of facilitation: The essentials for leading great meetings and

creating group synergy. Auckland: Random House

Mercer, L. (2007). The Teacher's Role in Socialization. Retrieved from

http://groupprojectschool.tripod.com/id13.html

Mizell, H. (2010). Why Professional Development Matters. Retrieved from

http://learningforward.org

Ranjan, N., & Rahman, N. (2011). Role of Teacher in Enhancing Learning Achievement of

Child & Emphasis on Teacher Skill Development, Knowledge Building and

ICT. Role of Teacher in Enhancing Learning Achievement of Child.

Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic

motivation, social development, and wellbeing. American Psychologist, 55, 68–78.

Saldana, J. (2013). Power and Conformity in Today’s Schools. International Journal of

Humanities and Social Science, 3(1). Retrieved from

http://www.ijhssnet.com/journals/Vol_3_No_1_January_2013/27.pdf

Schwarz, R. (2002). The skilled facilitator: A comprehensive resource for consultants,

facilitators, managers, trainers, and coaches. San Francisco: Jossey-Bass.

Sunnarborg, M. (2008, October 27). From Teacher to Facilitator by Michael Sunnarborg :

Learning Solutions Magazine. Retrieved from

http://www.learningsolutionsmag.com/articles/74/from-teacher-to-facilitator

Tasmajian, D. (2002). Socialization Skills Acquired By Elementary School

Children. Undergraduate Research Community. Retrieved from

http://www.kon.org/urc/tasmajian.html