As a teacher, engaging in multiple roles is somewhat useful, as it seeks to increase the ability for a teacher to achieve set out goals and objectives in the teaching profession. However, one of the critical areas that indicate the effectiveness of engaging in multiple roles is the idea that a teacher is better placed to develop as a professional. When engaging in multiple roles, teachers find themselves better placed to make effective decisions that reflect the overall growth of the profession. Additionally, this is also important, as it seeks to increase a teacher's professional output regardless of some of the workplace challenges encountered. According to Kauchak & Eggen (2016), teachers are encouraged to take up multiple roles in a bid to increase their professional outlook, especially when trying to connect to some of the critical expectations.
Secondly, multiple roles of teachers are considered as being useful, as it helps teachers understand their students from all critical perspectives for more natural class management. Effectiveness in class management is one of the critical expectations of every teacher considering that it is expected that a teacher would be in a better position allowing him or her to manage his or her students. However, this may only come about if a teacher understands his or her students' needs while in a learning environment, as it becomes much easier when making decisions touching the students. Thus, this highlights the need for teachers to engage in multiple roles while in classroom settings in a bid to enhancing their abilities to engage in the positive management of the students' needs to match set out goals and objectives.
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Multiple Roles of Teachers: Challenges
On the other hand, it is essential to consider the fact that engaging in multiple roles while in the classroom environment may present a wide array of challenges some of which may hamper the overall abilities for teachers to perform. The first challenge presented is that it becomes harder for teachers to specialize in a specific area considering that they handle a wide variety of aspects while in the classroom environment. Kauchak & Eggen (2016) argue that engaging in multiple roles may result in a situation where students may excel academically but lack the expected discipline that underlies their performance or vice versa. The possibility of failing or neglecting a specific role is higher when engaging in multiple roles, as a teacher may find him or herself overlooking key areas that seek to determine the overall development of the students.
The second key challenge is that it becomes harder for teachers to fail in their approach towards upholding the educational philosophy focused more on improving their capacities or abilities to engage with their students. One critical aspect to note is that some of the roles that teachers may adopt include engaging in processes focused on projecting students' performance, as this is the crucial expectation for each teacher or educator. However, the educational philosophy suggests the need for teachers and educators to reflect more on wholesome student development rather than focusing on the area of performance as a measure of success. By engaging in multiple roles, teachers find it hard to project the expectations suggested within the educational philosophy. In the long-term, it becomes hard for them to determine processes that promote wholesome student development. Ultimately, this would mean that students may not achieve the intended educational outcomes as highlighting within the philosophy governing the education sector.
Reference
Kauchak, D., & Eggen, P. (2016). Introduction to Teaching: Becoming a Professional . New York, NY: Pearson Learning.
