Motivational Role Teacher

What is Motivational Role Teacher ?

Motivational Role Teacher

Every teacher may have some questions crossed in his mind; what should I do with the students in the class? What benefits do the students receive of my attendance in the class? Do I hold responsible for choosing the activities, topic and language field? Should I make any efforts to give the students many choices? Should I be more flexible and let the lesson flows as the way it is?  What roles do I play in the class? And there are still more questions coming up regarding the teacher in the class. A part from the support of students or the teaching objects, the success of a teaching learning process in a classroom is quite determined by the attendance of a teacher.

Davidson (2001) argues that a teacher must understand how the language content and culture is constructed and how it changes as well.  The teacher is playing a key role in arranging the class to achieve the aims of studies. The class is sometimes like an airplane that is navigated by a pilot. The teacher needs to navigate the plane to the designated airport to safely bring the passengers and the crew members to their destinations. Harmer (2007) describes that the teachers similarly have some roles like  the actors, musical conductors and farmers do as they stand on the stage all of the times conducting actions, direct the musical instrument players to produce the adorable tones, plant plants then view them sprout up respectively.

Motivational Role Teacher according to the expert

Furthermore, Harmer argues that teacher as the facilitator who facilitates the learning tends to be democratic and to help the development of students’ thinking by dedicating himself as a source. The teacher has some roles to conduct in the classroom. The teacher may conduct as a controller during the class (motivational role teacher). To read the materials at the first time the class begins and to organize the exercises after any explanation, and to provide the place and the activities that would be conducted become the responsible of a controller. When a situation in which a vacuum exists, the teacher is supposed to come up with the explanation and direction to keep the discussion going on. In this stage the teacher conducts as a prompter who acts as a reminder to the students who might get stuck with the ideas or the unsolved debate. The teacher is also sometimes supposed to play role as a participant in hoping to erect the level of students’ participation within the topic discussed. In case of learners need clarification, the teacher will become source to whom the learners refer to for the answer.

Realizing that the teacher plays very important role in educating students, I come to the decision for my future class that I would like to emphasize more on the teaching model of discussion, pair works and group work to the class I teach. As Mitchell and Myles (2001) urges that language is understood as a complex linguistic system covering syntax, phonology, semantic, morphology and discourse. It is useful to discuss the linguistic things together in order to solve the linguistic barriers. To me such a learning system will open more spaces for the students to express their ideas and provides chance to challenge creativities.

To conclude, we, the teachers, need to give the learners more freedom to highlight their opinions and creativity. The class is suggested to conduct more works on discussion rather than a teacher-centered class on which the teachers actively read the textbook. The teachers behave as a guide in the teaching learning process.


Davison, C. (2001). Identity and ideology: the problem of defining an defending ESL-ness. In B. Monhan, C. Leung & C. Davidson (eds.), English as a second language in the mainstrea: teaching, learning and identity (pp. 71-90).Harlow: Longman.

Harmer, J. (2007). The practice of English language teaching (4th ed). Harlow: Pearson.

Mitchell, R., & Myles, F. (2001). Second language learning: key concepts and issue. In C.N. Candlin & N. Mercer (eds.), English language teaching in its social context (pp. 11-28). London: Routledge.

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