Teach Learners

          Currently, internet research [4] has shown the existence of the following three main roles assigned to traditional English teachers: diagnostician, planner, manager, but also those of monitor, presenter, helper, explainer, corrector, or evaluator. A teacher working with a class often needs to assume the role of a doctor who looks carefully at a patient and finds out about their problems and how they can help them. Thus, a teacher looks carefully at his/her students and finds out what they can and cannot do, realizing therefore what and how they need to study or work on in order to improve their level. Planning involves making decisions about the teaching materials and methods which will be most suitable to use in the classroom, the most appropriate tasks, the best way of grouping students, etc. Managing the students in a classroom involves organizing the learners and the activities they perform: moving students, giving instructions, giving out hand-outs, dealing with discipline problems and so on.
          It is important to remember the commonsensical idea that no matter how much or how well a teacher teaches, there is still a certain degree, a certain extent in which he/she cannot influence the learnerB natural process of language acquisition. In the traditional classroom all that he/she can do is create the specific environment and atmosphere favorable to language learning in other words to foster good relationships with the students and to encourage good relationships among the latter so that they may be able to cooperate and make the most of each other0 knowledge. Definitely, the possibility to do that depends, at least theoretically, on the students level, previous knowledge, and actual features of character and personality.
It is equally true that the role and place of the teacher changed even in the classical types of English courses. Even since the last years of the 20th century, there was a need in the ELT world of making language teaching Snore flexible and more responsive to students world communicative needs ? [5], In the past, teaching was mostly exam preparation or exam training, especially in the intensive forms of foreign language training. As the global context changed, teachers realized that they needed to teach learners how to gain information and how to select and use it. Also, they needed first and foremost to teach learners how to function well language-wise in a multinational environment. So, most teachers started using the task-based approach [6] and it became very important to concentrate the teacher and the class itself on achieving learnerQ centeredness. The main basis for this approach was experiential learning Dor learning by doing ? Thus, even if the classroom is still physical and the teaching act is theoretically still traditional, the task-based approach induces in a subtle manner a change in traditional teaching as the act of trying to perform a communicative task involves using the learner in a different way than before.
          In a learner-centered context, the teacher is expected to let go of some of his/her power. According to some authors [7], the teacher is no longer or at least not only a disseminator of knowledge and information, but a mediator, a facilitator of the learners ? access to knowledge, an advisor and a guide who stimulates and motivates students without literally feeding them information ? The teacher is a prompter, encouraging the students to think creatively, a participant in discussions, a resource but in the sense of offering guidance as to where the students should look for the information they need. Facilitation involves putting learners more in charge of their own learning by giving them more initiative and responsibility. Finally, the teacher becomes a tutor when he/she combines all the roles mentioned above in order to support and assist students who are preparing for a talk or a debate, are writing a paper, or are working on ample projects.
          All aspects considered, it is definitely clear that in a traditional English course, in a traditional classroom with several students and a teacher, the latter must be able to switch between the various roles described here judging on circumstances, students, and objectives.