A good teacher is one who plays an effective role of a facilitator-a facilitator who is able to help children set their goals and provide them a compass of values along with education to guide them towards their goal.
"Each facilitator is unique just as each child is unique". Facilitators are pivot in education. Ideal facilitators are those whom we respect from our heart. This respect depends on the rapport established between the
facilitators and the students. Ideal facilitators motivate students and boost their morale. In addition, they
encourage students, refrain from criticizing them and motivate them positively. Ideal facilitators are our friend, guide, educator, confidante-all rolled into one. Such facilitators build the whole life of the students.
Therefore, everyone in this world should be blessed with an ideal facilitator. Facilitators play an important role in molding and shaping the personality of students. Students imitate the dress, habit, manners and style of their facilitator. Facilitators should be able to impart lessons in such a manner that a student's aesthetic development should also be groomed along with their intellectual development; in fact, facilitators should be able to take care of the holistic development of the students. For students, facilitators should be 'everything'- A care taker providing them their requirements, a mother showering love and affection, a father providing them a sense of security, a moralist assisting and encouraging them to acquire goodness and purity, a doctor concerned about their physical health and an artist motivating them to find beauty in life.
People who take the role of facilitators should genuinely strive to develop the following qualities:
- Facilitators should develop passion towards their profession. "If a facilitator does not have an ideal aim, he/she cannot do justice with his/her noble profession".
- They should possess a loving and caring nature. As very rightly said, "Love the child and the child will love you, hate the child and the child will hate you".
- Facilitators should take genuine interest in their students. They should be able to understand the minds of their students.
- Facilitators should be able to create a cheerful environment, where students can learn with happiness and freedom.
- Ideal facilitators are those who use themselves as bridges over which they invite their students to cross and then having facilitated their crossing, happily vanish, encouraging them to create bridges of their own.
- Facilitators should be calm and possess spiritual humility and intellectual purity i.e. their mind should not be filled with complexes, obsessions, prejudices or ill-thoughts. Instead, they should have a positive outlook.
- Facilitators should have an impartial attitude towards their students.
- Ideal facilitators should have a polite and gentle nature; they should never be authoritarian, impatient or ill-tempered.
- They should have a good memory power.
- The voice and diction of facilitators should be clear, moderately pitched and well- modulated.
- They should be intelligent and well-prepared for their class.
- Facilitators have to deal with a large number of students having low- and high-ability of understanding. Therefore, they should be patient, methodical and smart enough to reach out to students of all levels of understanding.
- Besides knowledge and information, ideal facilitators impart
emotional and moral learning to the students.
"The first principle of true teaching is that nothing can be taught. The facilitator is not an instructor or a task master; he/she is a helper and a guide".
The role of a facilitator in building a strong nation is very great. A nation's upheaval depends on teachers, who are dedicated and committed.
listens to you
has faith in you
likes teaching children
likes teaching their subject
takes time to explain things
helps you when you're stuck
tells you how you are doing
allows you to have your say
doesn't give up on you
cares for your opinion
makes you feel clever
treats people equally
stands up for you
tells the truth
© 2008, Educomp Research Initiative, Version 1.0