Early Childhood Literacy

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August 29, 2020

The influence of teachers to students is indispensable. They take the responsibility of inspiring and encouraging students about greatness and living their lives to the fullest potential. Students learn from them by observing their commitment to excellence, and capacity that transform them towards understanding their roles as students. As role models teachers, help students learn many aspects that are not captured in the syllabus. Teachers are endowed with the responsibility of providing information to students and using active learning methodologies to enhance students’ creativity. Therefore, this paper focuses on teachers as role models, providers, and facilitators promoting childhood literacy.

The Teacher as a Role Model

A role model refers to a person who takes the responsibility of inspiring and encouraging people to be great, and live to the fullest capability and see the best in their lives. As role models, teachers make students learn through them, their commitment to excellence, and their capacity that makes them understand their personal growth as students (Tarvainen & Valpola, 2017). Therefore, students rely on teachers for guidance and advice. As role models, teachers make follow-ups to their students at every stage in their development. (Tarvainen & Valpola (2017) states that teachers spend most of their time with students, which deems them one of the most influential people in their lives. Their significance relates to the fact that the children will first learn from the elementary school teacher after their parents. The students will then learn from the middle school teacher who guides them through adolescence, which is a vital transition in a student’s life. Therefore, as children transform into young adults, they go through middle school and finally high school where teachers answer their questions, listen to their problems, and offer teachings to them concerning their new life cycle.

Students learn much from their utmost teachers, which is not captured on a syllabus. Teachers help students grow as people by assuming the responsibility for conveying some of the most significant lessons in life. According to Tarvainen & Valpola (2017), in the first years in school, students come across, possibly for the first time, other age mates and start to form some of their first relationships. For this reason, teachers are entitled to show their students how to become self-reliant and establish their friendships, and wisely guide them and intervene when required. School is both a place of social and academic learning, not only in the initial years of a student in education but through college. Support from a well-educated administration deems the influence of a teacher on the lives of students limitless. Though a teacher’s influence on the social domain reduces as students mature, there is an effect of the early lessons on how the students will interrelate with others in the future. As role models, teachers are sources of experience. The teachers have previously been at the position students are going, experienced what they will undergo, and can pass along teachings concerning academic matters and lessons on life.

The teacher as a provider

The current activities carried out by a teacher to disseminate information to students deem them a provider. As providers, teachers are always available to offer information as well as eager to inform students. Passion and enthusiasm characterize their roles in students (Todorescu, Popescu-Mitroi, & Greculescu, 2015). Therefore, a careful analysis of teachers’ eagerness to inform and their passion and enthusiasm denotes the emotional attitude that they have towards the study and the field of activity. The formation they provide is assumed to be correct, correctly allocated and updated, concise, logical, and non-overwhelming. Therefore, the type of information provided by the teacher should attract appreciation from students. Information type provided by teachers should reveal the features of applicability, ease of dissemination, and intertwining with the need for psych pedagogical competence subject to specialized knowledge addition. The information features are a supplement to dealing with scientific curiosity and information applicability. In this regard, teachers prove themselves as good practitioners in their specialized field of activity by providing correctly processed and logical information, stimulating students’ scientific curiosity, and fostering students’ intellectual activity and their responsibility.

The teacher as a facilitator

A facilitator refers to a person who helps a group of individuals work together better, understand their common goals, and develop a plan to attain these goals. The responsibility of a teacher changes in active and smart learning approaches where learning and teaching get modifications due to educational innovations. The significance of teachers in facilitating learning is captured in Active Learning Methodology. Active Learning Methodology incorporates learning activities adopted by teachers to change the entire classroom environment (Sahu, 2013). Sahu (2013) explains these activities that change the classroom environment, including mind maps, readings, and presentations, to engage the students during learning. Through active learning approaches, the creativity and talents of students are revealed. Therefore, the active learning approaches and active learning practices offer smart teaching and learning opportunities to teachers, thus helping them learn in various ways.

Teachers promote childhood literacy by being role models, information providers, and facilitators. Students rely on teachers for guidance and advice as they make necessary follow-ups at every essential stage of their development. The availability and eagerness of teachers in providing information denote passion and enthusiasm in their careers. Active learning methodologies, when combined with active learning techniques, effectively identify the creativity and talents of students.

References

Sahu, A. (2013). Teacher as a Facilitator in Learning. Retrieved from https://www.edutoday.in/2013/04/teacher-as-facilitator-in-learning.html

Tarvainen, A., & Valpola, H. (2017). Mean teachers are better role Approaches: Weight-averaged consistency targets improve semi-supervised profound learning results. In Advances in neural information processing systems (pp. 1195-1204).

Todorescu, L. L., Popescu-Mitroi, M. M., & Greculescu, A. (2015). Students’ Views on the Teacher as An Information Provider. Procedia-Social and Behavioral Sciences, 197, 184-189.