It should be apparent, from the discussion so far,, that the
teacher is continually playing the role of decision-maker. As he plays each of
the roles we have described he is constantly trying to answer the questions What
next? and How? As he studies his society, the school system and the subject-matter
he has to decide on how to relate these to one another. As he plans his work,
he has to decide on the most appropriate of a wide variety of possible
procedures.
As he interacts with learners he has to be continually taking
decisions as to what activities to carry out, how best to carry them out, who
should be involved in the activities and how the learners are responding to
them. At the end of this interaction he still has to take decisions about
whether or not learning has taken place. Toenable him do this properly he
adopts a number of evaluation procedures. This is, he employs several methods
(questioning, interviewing, observing, testing). The feedback which he gets
from such activities en-ables him to take rational decisions (i.e. decisions
based on the facts of the case) on what to do next.
It can thus
be seen that teaching has many sides to it. Even when we take any of the
above-mentioned teacher roles in isolation, we find that it has several
components. Moreover, teaching looks like a process which never really seems to
come to an end. We can see specific points in the cyclic processes but we
cannot really see where the chain of activities stops dead.
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