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This unit is mostly descriptive in that it describes what a teacher is, the role expected of his or her, and the general and expected characteristics. A teacher is characterised as kind and loving, patient, loves teaching, sympathetic and caring about the students and their learning. The teacher's role as a manager, facilitator, prompter, participant, tutor, model or observer - is largely dependent upon the type of students he or she has. If a group is dynamic, then I believe there is more opportunity for more 'student-centred' lessons while if a group of students is more reserved, then the tendency is to lean on the teacher to move the interaction or learning process along. That said, the role of a teacher depends upon the activity and the students' participation. There are marked differences between an adult learner against a young learner. Apart from the basic difference of age, culture, language level and motivation, there are personal differences such as willingness to listen and ask questions, desire to experiment and learn a new language, openness to correction, and ability to think about his learning process, a learner's approach to learning is very individual experience. Nervousness can be a factor in a student's learning experience. It can be cultural as well as due to the student's age. Just as motivation is a big difference between an adult who is most likely to have registered to learn voluntarily for career advancement as opposed to a student who was enrolled by his or her parents to improve his grades at school where it is part of the curriculum, language level, behavioural problems, life experience and cultural and first language spoken are equally important in that the student's overall approach to learning. A student is influenced by these factors in varying degrees. This unit has called to mind that a teacher has to wear different hats in teaching different groups of students, and different shoes in interacting with different students but has to be consistent in establishing rules and systems.
