Teach English in ShAping Zhen - Chongqing

Role of the teacherThe role of the teacher in classroom is one of the most important elements of education. Indeed, to create a group cohesion enabling all students to progress in the class, a teacher must know adopt the good position in any situation to ensure the progress of students. By this essential side, we will detail how the teacher, by taking new forms of "leadership" he can allow to his students to progress more quickly and, thus, create a cohesive group that will allow the socialization of students, the learning of respect of the other and the mutual work. Thus, to study all the elements describe previously, we will detail all this elements with the new managerial and sociological theories of education. Let us look on the presence of the teacher. Be aware that the presence of the teacher is one of the elements of the authorities that the students will look first. A teacher who possesses a charisma will have from the beginning a respect from his students and will have an opportunity to be able to better manage internal problems to the class. A charismatic teacher who knows conveys an image among students requiring compliance. Thus, for a long time, know the teacher has long been a source of authority and respect. However, over the years, this authoritarian power was put into question with the evolution of teaching. Now, this authority now requires speech, explanation, negotiation order to obtain the support of those on whom it is exercised. Thus, now the teacher's authority is based on the consideration of the skills of individuals and their bargaining power. Thus, the teacher in order to manage a classroom should not only rely more on his charisma alone, but on its capacity to negotiate and reach consensus and to install a mutual respect him and his students, thereby allowing the installation of a social cohesion leading to student progress. This way of teaching can be returned to the image of the mediator. Thus, the authority based on respect for the "master" has been replaced by the authority based on moral mission, dedication and authenticity. Now the teacher as a "mediator" has a new role to play: it must ensure the development of its students with a good relationship with knowledge. Thus, the study of English is not an end in itself but a means to a pedagogy appropriation for development of the students or they become the true authors of their learning. Therefore, the authority and role of the teacher is based on trust and sharing or concepts such as the welfare of students, respect, establishing a relationship of confidence take all their meaning. Work in educational psychology in order to prove the validity of this theory. Thus, it was shown that a class organization of type Democratic allows students to be more motivated, more productive than in an authoritarian form while fostering the development of a better classroom atmosphere. Thus, the teacher must always be a consensus to create good group cohesion. Similarly, he should not hesitate to ask students their personal views on the operation of the course, and to participate in the activity of it. Let us look now on the "leadership" of the teacher. The teacher, as said earlier, must, by his presence enabling all its students to progress. However, we have seen that the authoritarian form is not efficient. The democratic form based on the vision of the teacher as a "mediator" is more efficient because it allows all students to actively participate in the activity of the course and feel involved in the learning process. Thus, the teacher as leader must work actively to ensure that all students can increase their personal knowledge, while allowing the class to benefit directly from these advances. This will result in a concrete class better atmosphere, group cohesion, and mutual support. The teacher is then, by its position, to serve its students and its role is to improve the welfare of students in his class, while allowing them to move faster. On the contrary the teacher as authority figure would not have such interesting results. So, in conclusion, we can say that the teacher as "mediator" is not looking for any benefits; it is to serve others by the transmission of his knowledge in order to enable all students to progress to the class while allowing progress in its entirety. Similarly, the establishment of an education based on direct democracy allows students to feel involved in their learning: the direct involvement of their classes help them feel involved in the overall progress of the class, thus allowing the establishment of group cohesion based on the progress of all and respect of the other. Democracy in the class will then make more results than the classical authoritarian designs to create new forms of pedagogies based on the welfare of the student and therefore his progress.