Teacher is in charge only in the classroom, but in students group, the leader of the group is in charge. This kind of sharing will build the confidence sense among
students that they can also handle and be responsible in their own learning. And they will feel the satisfaction in their learning when their goal is achieved. They
will feel success. c.
Teachers as mediators As knowledge and authority are shared among teachers and students, the role
of the teacher increasingly emphasizes mediated learning. Successful mediation helps students connect new information to their experiences and to learning in
other areas, helps students figure out what to do when they are confused, and helps them learn how to learn. Not strictly giving the answer but just tell or share
the information they have acquired. Above all, the teacher as mediator adjusts the level of information and support so as to maximize the ability to take
responsibility for learning. d.
Heterogeneous groupings of students The studies on the effects of different kinds of grouping indicate strongly that
students should be organized into heterogeneous groups for optimum learning. The teacher needs to understand that the perspectives, experiences, and
backgrounds of all students are important for enriching learning in the classroom. As learning beyond the classroom increasingly requires understanding diverse
perspectives, it is essential to provide students opportunities to do this in multiple contexts in schools. In collaborative classrooms where students are engaged in a
thinking curriculum, everyone learns from everyone else, and no student is deprived of this opportunity for making contributions and appreciating the
contributions of others.
5. Teacher’s Roles in Collaborative Learning
Basically, the role of teacher is to facilitate students in their learning. Teacher helps students to share their knowledge to others, to create a great and successful
learning, and to build the competitive and tolerance sense among them. According to Wendy McDonell, The roles of the teacher in the collaborative learning
classroom are an inquirer, a creator, an observer, and a facilitator. Here are the
further explanations:
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a. Teacher as inquirer
A successful teacher is someone who understands children, their language, and how they can learn. This knowledge is very useful for teachers
because this knowledge enables teacher to develop a personal values. From this point, the teacher can begin to provide sensitive and sound programming
and can articulate this to students, colleagues, and parents. In order to plan for the students, the collaborative learning teacher
needs to know the students, what style of learning they are or how the previous learning experiences are. By getting to know learners, then teachers will know
what to do and it really helps in grouping students. b.
Teacher as a creator The learning environment is positive, caring, supportive, secure,
tolerant of errors, and trusting. Individuals are valued and mutually respected. Learners are encourages to take risks and learn from their mistakes. The
classroom atmosphere is active and interactive. It encourages the students to be productive. They will enjoy in their learning and contribute their best. They
will also feel comfortable in the classroom and the material they have learned retains longer in their brain.
Another important element in creating a positive learning environment is the equal partnership. Teacher along with the students negotiate and shape
the learning together. The tasks in the collaborative classroom reduce the teacher’s power and control. Shared power, ownership, and decision making
take over. Learners gain confidence, becoming responsible for their learning. When this happens, both teacher and students feel very successful and
satisfied with the learning process. c.
Teacher as Observer.
Watching and listening to students are natural activities in every teacher’s day. Collaborative small-group learning provides the teacher with
the opportunity to observe, reflect, and intervene in supportive ways. When we listen and observe, we find out learners interests, strengths, needs and feelings.
We find out what the learner brings to or take from the learning experience.
18 Carolyn Kessler, Cooperative Language Learning: A Teacher’s Resource Book New Jersey:prentice-Hall, inc, 1992 p. 164
We discover what learner’s surprises and questions are and how they are solving problems. Finally, observing groups at work gives us the basis to
reflect on our own teaching and learning practices. It gives us reasons for supportive intervention.
d. Teacher as Facilitator
The role of facilitator means that teacher is prepared to step aside to give the learner a more meaningful role. Effective facilitators are prepared to
assist in the problem solving process. They support and encourage the learner’s desire to learn.
During this time, the teacher interacts, teaches, refocuses, questions, clarifies, supports, expands, celebrates, and empathizes. Depending on what
problems evolve, the following supportive behaviours are utilized. Facilitators are giving feedback, redirecting the group with questions, encouraging the
group to solve its own problem, extending activity, encouraging thinking, managing conflict, observing students, and supplying resources Cohen,
1986.
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6. Student’s Roles in Collaborative Learning
