THE TEACHER AS CRAFTSMAN

This aspect of the teacher’s role is in fact what this book is all about. It is also that aspect of the teacher’s role which is the most easily perceptible to the outside observer. It deals with the teacher’s classroom perfor-mance. In later chapters of this book we shall be discussing in greater detail the ways in which the teacher should behave if he is to be a skilled master craftsman. For the time being we shall merely outline what should constitute his major classroom activities.

Firstly, he interacts with children. That is, he mixes with them, by talking with them and by trying to understand their problems. Secondly, he has to help them to learn. This he does in a variety of ways, such as:

a) presenting learning materials in an interesting manner.

b) illustrating, demonstrating, and explaining.

(c) asking and answering questions.

Id) giving out assignments to learners.

e) correcting such, assignments.

f) praising learners who behave properly and helping or punishing those who do not behave properly.

The teacher, if he has planned adequately, knows precisely the most appropriate means of interacting with learners and of helping them to learn. If he has also studied his learners, his society and his nation’s educational goals and objectives correctly his plan will tend to work better than would have been the case if he had not previously performed all these tasks.