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In this section, we examined the essential foundation of the teacher student relationship. It is crucial that good students have good teachers. Since we cannot control the type of student we will teach, we must learn to alter our own habits to become good teachers. The teacher is responsible for knowing one's source material, and understanding the needs of the student well enough to effectively teach English. Though aesthetic appeal is a factor, it is not the deciding factor. Basic building blocks to English learning entails crafting the right environment for the student to learn. Thus, a teacher must know the various roles to demonstrate. The vast array of roles is not meant to as place holders for a textbook but demonstrate the important dimensions of the classroom. Leading, observing, and guiding are essential dimensions. Someone who manages and plans out the order of the lesson or demonstrates class exercises embodies the dimension of leading--which helps directs and focus the learning efforts of the student. Some amount of learning is required. Observation--via assessing and measuring--helps students progress. Unless there are criteria to measure growth, not only will students grow despondent, but the teacher cannot develop the material to match improved levels of English. Guiding--seen primarily through facilitation--allows the teacher to set the pace of class, while still guaranteeing enough room for the students to try out the language for themselves. Lastly, there is an important piece of information to be discovered in analyzing students. Unless you can empathize with the student and understand his/her challenges, objectives, and needs, students may remain placeholders in your estimation. The principle--do not judge a man until you have walked a mile in his shoes--holds true in this situation. Before we can teach well, we must understand the student well. NOTE: the categorization of leader, observer, and guide is my own. This seeks to summarize the many roles of the teacher into broad categories.
