Concept 1 · free preview
Teacher as researcher, facilitator and monitor
| Role | What the teacher does | Clue words |
|---|---|---|
| Researcher (action research) | Studies the cause of a practical problem in her own class, tries a new method, checks the effect | ‘own class’, ‘cause’, ‘tried a method’, ‘checked improvement’ |
| Facilitator | Arranges materials and situations; pupils explore; she asks guiding questions | ‘groups’, ‘find out’, ‘guiding questions’ |
| Monitor (अनुश्रवणकर्ता) | Keeps continuous watch on learning, attendance, behaviour; gives timely feedback and remedial help | ‘moves among groups’, ‘notes errors’, ‘re-teaches’ |
Understand
Action research aims not at general theory but at improving practice in one's own class. Monitoring happens during learning, so it is formative, not summative.
Example
Many pupils make the same spelling error; the teacher studies the cause, tries a new method and checks whether the error decreases → action research.
Example
Pupils solve sums in groups; the teacher moves from group to group, notes common errors and later re-teaches them → monitoring and remedial feedback.
Common mistake
Dictation, copying or reading aloud are not the facilitator role — they are teacher-centred transmission methods.
Check yourself
Giving groups seeds, soil and water to find out what plants need to grow — which role?
Answer: Facilitator.