My role as a teacher-leader

Saida Lwali

In fact, being a teacher is inevitably connected with leading others. We simply cannot separate these two positions. For this reason I would like to look closer at some essential qualities that a teacher as a leader in his or her profession should possess. I would like to analyse them from my own point of view as a student who plans to become a teacher of English as a foreign language.

First of all, I think this specific kind of leadership in the classroom requires some innate qualities that constantly need to be developed and enhanced. For example, it is very important for students to perceive me, "The Teacher", as a positive personality carrying an inborn charisma of leadership and encouragement. I have personally always enjoyed those teachers most who radiated encouragement, inner balance, positiveness, and a joyful attitude towards life. These kinds of teachers usually win their students' hearts easily. This way no pressure or force (internal or external) is needed, because the students are naturally attracted by the teacher's behaviour and attitude towards life. Moreover, these teachers show their personal and moral qualities more by deeds than by explaining and talking about them theoretically. Frankly speaking, a teacher's genuine personality or "Authenticity" can serve as a good example for his or her students. As a result, they will be attracted to emulate it spontaneously.

At this point, it must be mentioned that if I am to be a good teacher-leader, I should work on building students' trust, so that they can feel safe and secure with me. Students need to be convinced that they can rely on me, and that they can come to their teacher with all sorts of their problems.

Looking closer at the teachers' personality, their psychological competence as part of their personal qualities plays a crucial role in dealing with students, their parents, or colleagues at school. Every teacher should be a good psychologist, able to react appropriately to different situations that may require his or her empathy. In order not to hurt anyone's feelings, or discriminate one student in favour of another, I, as a teacher, have to consider various situational aspects before my move or decision is made. At the same time, I need to usually give reasons for any measures I would take. This would happen, for instance, when grading students' performance, when commenting on their knowledge level reached, or when there is a need to solve some problems or misunderstandings in the class. There are many different situations varying all the time, which require new solutions and measures or 'action logic'. This is also why the profession of a teacher as a leader is so demanding and difficult.

Furthermore, leaders just like teachers always work and come into contact with different people. When problems, misunderstandings, or complications in communication arise, I as a leader in the classroom am in charge of solving them. I would be constantly exposed to situations where I have to use my ability to deal with students or parents and their difficulties. In here, it is necessary to talk openly and to show the willingness to jointly look for a solution. At the same time, my psyche as a teacher needs to be strong enough in order to overcome and manage stressful situations like these. This is the main reason why teacher-leaders should possess social and communication skills. Even if any critical comment or remark from the side of students, parents or from the school board come up (justified or unjustified) , teachers should be aware of their own shortcomings. Openness to self-criticism is usually highly appreciated among students, because it is much more difficult to admit one's own fault than to deny and to claim that everything has absolutely been done in a right way.

As far as communicating and dealing with students are concerned, I think that teachers have to remain objective and unbiased. Although it is hard to put our human affections and preferences aside, the students need to feel that they all are treated in a fair and just way. We must be aware of the fact that the power we would hold in our hands is a very sensitive and fragile thing. It must be used very sensibly in order not to discourage, hurt, or even discriminate anyone.

Another important characteristic of teachers in the position of leaders, which I believe that I need to consider, is their ability to form their own opinions and attitudes or values which they should be convinced of. Their importance lies in the fact that it is usually at school where one of our first opinions are shaped. Pupils and students often observe the teachers' way of thinking. If they are attracted by and agree with it, they usually try to follow it eventually. With respect to this point, the significance of a specific teacher's vision cannot be neglected. So, I have to always keep in mind what I want to achieve with my students. At the beginning of each school year I have to set specific goals which should be fulfilled not only in the course of that year, but also at the end of each lesson.

The ability to take responsibility for others also belongs to the important characteristics of each teacher-leader. While teaching, I as a teacher am responsible for my students who are entrusted to me by their parents and society as a whole. I would be seen as their guide who teaches them how to learn and how to live. Moreover, I am likely to point out ways that are there for them to take. As a result of this influence of "My Teacher Personality", I should also help my students to grow to maturity. However, this does not mean that I should decide for them. Rather, it is "They" who have to decide on their own way. They should learn to take on responsibility for themselves as long as they are with their teacher.

The last but not the least significant feature of teachers who lead their students, which I would like to point out, is creating a partnership between teachers and their students. This can only happen when both sides base their relationship on freedom and equality, which arise out of equal rights and duties. In practice, neither me, the teacher, nor my students are ought to feel inferior or superior towards each other if our partnership is intended to last. On the one hand, having such a teacher-partner would bring a lot of positive results for the students – for example, they do not need to fear me – to fear the "Teacher". On the contrary, they can see their partner and friend in me. They would also know that they can freely express their own opinions and thoughts without having to fear that these could be rejected or ridiculed. On the other hand, trying to create such a relationship with my students might be dangerous, especially at the time when I will just start the teaching profession. This is because students like to use this situation in order to find out how far they can go. This is also why such a partnership requires a basic condition: I have to be able to maintain my own natural authority and respect of my students. Teachers who prefer to be friends and partners of their students choose a more difficult path. However, it is still much more appreciated by learners and sometimes even more enjoyed by teachers themselves.

In conclusion, I, as student intending to be a language teacher, should be aware of the importance of my role as a leader in such a teaching position. I also should know that I cannot separate these two tasks from each other. I should always keep in mind that the development and enhancement of my personal, psychological, social and moral qualities form the basis of a successful teaching leadership.







My role as a Teacher-Leader in the classroom