Video script 1

Understanding the Role and Responsibilities of a Teacher

Welcome to today’s session on the roles and responsibilities of a teacher. Teaching is far more
than just delivering lessons—it’s about inspiring curiosity, guiding learners through challenges,
and creating a safe and supportive environment where every student can thrive. A teacher is a
facilitator, mentor, classroom manager, lesson planner, and assessor, all rolled into one. They
must adapt to the diverse needs of their students, maintain discipline, and ensure that learning
is meaningful and engaging. But what does this actually look like in a real classroom? Let’s step
into a day in the life of an experienced educator, Ms. Reynolds, to see these responsibilities in
action.

Engaging Every Learner: Making Lessons Meaningful

It’s the start of the day, and Ms. Reynolds stands before her diverse group of students, each
bringing their own strengths, challenges, and backgrounds into the classroom. She begins with
an open-ended question to spark discussion, and most students eagerly respond. However,
Jake, a usually quiet student, seems disengaged, staring out the window. Instead of moving on,
Ms. Reynolds remembers something important—Jake is passionate about football. She adjusts
her approach and relates the lesson to a recent football match, drawing him into the
conversation. Slowly, he starts paying attention, his interest piqued.

This is what great teachers do. They don’t just teach; they connect. They observe, adapt, and
find ways to make learning meaningful for every student. Engagement isn’t about forcing
participation—it’s about making students feel seen and valued.

Managing Classroom Behavior with Fairness and Respect

Midway through the lesson, two students whisper to each other, distracting those around them.
Ms. Reynolds knows she has two choices: she could ignore it and risk more disruptions, or she
could react harshly and create unnecessary tension. Instead, she takes a third approach—she
calmly pauses, makes eye contact with the students, and reminds the class of their agreed-upon
expectations. Without singling anyone out, she reinforces positive behavior by acknowledging
those who are focused. The whispering stops, and the class naturally re-engages.
Classroom management is not about control—it’s about creating a structured, respectful space
where students understand expectations and feel accountable for their learning. A teacher’s
response to disruptions sets the tone for the classroom.

Supporting Students Who Struggle

Later in the lesson, Lily, a normally enthusiastic student, hesitates when asked to solve a math
problem on the board. She fidgets, looking down at her notebook, clearly struggling. Ms.
Reynolds doesn’t rush past her. Instead, she walks over, kneels beside her, and offers
encouragement. Rather than putting her on the spot, she breaks the problem down step by
step, using a small whiteboard to visually map out the solution. A few minutes later, Lily nods,
her confidence returning.

Every classroom has students who struggle at some point. A great teacher notices, steps in at
the right moment, and provides the support needed to turn frustration into progress. This isn’t
about giving answers—it’s about giving students the tools and confidence to find the answers
themselves.

Planning Lessons with Purpose

Long before this lesson even started, Ms. Reynolds spent time carefully planning it. She knew
that her students learn in different ways—some need visuals, others benefit from hands-on
activities, and some thrive in discussions. So, she included a mix of strategies: a short video, an
interactive group task, and guided practice. She also built in checkpoints to assess
understanding, ensuring that no student falls behind.

Lesson planning isn’t just about filling a timetable—it’s about designing a learning experience
that is engaging, inclusive, and adaptable. A well-structured lesson minimizes disruptions and
maximizes learning.

Assessing for Growth, Not Just Grades

At the end of the lesson, Ms. Reynolds doesn’t just hand out a test and collect scores. Instead,
she uses quick formative assessments—a class discussion, a reflection journal, and a peer
review session—to gauge understanding. When she later grades written assignments, she
provides feedback that highlights both strengths and areas for improvement. Her goal is not just
to measure performance but to help students grow.
Assessments should never feel like a punishment. They should be a tool for learning, a way for
students to reflect, improve, and take ownership of their progress.

Teaching is More Than a Job—It’s a Commitment

Beyond the classroom, Ms. Reynolds collaborates with fellow teachers, attends professional
development sessions, and continuously seeks ways to improve her teaching. She knows that
education is always evolving, and great teachers never stop learning.

A teacher’s role extends far beyond textbooks and lesson plans. They shape mindsets, build
confidence, and create opportunities. They make students feel heard, capable, and inspired. As
Rita Pierson beautifully said, "Every child deserves a champion—an adult who will never give up
on them, who understands the power of connection, and insists they become the best they can
possibly be."

Now, reflect on your own practice. How do you connect with your students? How do you create
a learning environment where every child feels supported? Every small action makes a
difference—because great teaching isn’t about what you cover in class, but about what students
carry with them long after they leave.

video Script 2
Creating an Inclusive Classroom
Creating an Inclusive Classroom: A Teacher’s Journey

Equality in education means ensuring that every student has the same access to learning
opportunities, regardless of their background, ability, or circumstances. It does not mean
treating all students exactly the same but rather providing the necessary support and
adjustments to help them succeed. Diversity, on the other hand, recognizes and values the
differences among students, including their cultural backgrounds, learning styles, languages,
and personal experiences. An inclusive classroom embraces both principles, creating an
environment where every learner feels respected, supported, and encouraged to reach their full
potential.

A Day in Mr. Adams’ Classroom

Mr. Adams, a secondary school teacher, stands at the front of his diverse classroom, preparing
to introduce a new science topic. His students come from different cultural backgrounds, have
varying learning abilities, and display a range of confidence levels when participating in
discussions. Over the years, he has refined his teaching strategies to ensure that every student
is actively engaged and supported in their learning journey.

As he begins the lesson, Mr. Adams avoids the common practice of calling on the first students
to raise their hands. Instead, he uses a strategy called "think-pair-share," where students first
reflect on a question individually, then discuss it with a partner before sharing with the class.
This simple adjustment ensures that even the quieter students have a chance to process their
thoughts and contribute meaningfully. Ahmed, a student who is still developing his English
language skills, is paired with a peer who supports him in articulating his ideas. With this
method, Ahmed gains confidence and actively participates rather than remaining silent.

Recognizing the different learning needs in the room, Mr. Adams presents the lesson content in
multiple formats. He uses a combination of visual aids, interactive discussions, and hands-on
activities. When introducing a complex scientific concept, he provides a short video for visual
learners, a written summary for those who prefer reading, and a practical demonstration for
students who learn best through experience. Mia, a student with dyslexia, benefits from the
audiobook version of the text while following along with printed materials that use a dyslexia-
friendly font.

During the lesson, Mr. Adams notices that some students, like Daniel, are hesitant to contribute
to discussions despite their strong understanding of the material. To encourage participation, he
relates the topic to Daniel’s interest in technology and asks him to explain a real-world
application of the concept using coding. Daniel's eyes light up as he confidently shares his
perspective, demonstrating that tapping into students’ personal interests can make learning
more engaging and accessible.

To ensure that classroom assessments are fair and inclusive, Mr. Adams provides multiple ways
for students to demonstrate their understanding. While some students prefer traditional written
tests, others, like Josh, excel in project-based learning. Josh, a kinesthetic learner, is given the
option to create a hands-on model to illustrate a scientific process instead of writing a report. By
offering varied assessment methods, Mr. Adams ensures that all students can showcase their
strengths.
Cultural and religious inclusivity is also a priority in Mr. Adams’ classroom. He makes an effort to
integrate diverse perspectives into his teaching. While discussing historical scientific
contributions, he includes discoveries made by scientists from different parts of the world,
rather than focusing solely on Western figures. He also ensures that class celebrations and
activities acknowledge a range of cultural traditions. When planning a school event, he works
with students like Aisha, who follows dietary restrictions, to ensure that food options are
inclusive for all. These small but meaningful actions create a sense of belonging for every
student.

As the lesson concludes, Mr. Adams encourages students to reflect on what they learned and
how they felt during the activities. He asks them to write one thing they appreciated about the
lesson and one suggestion for making the classroom even more inclusive. By fostering open
communication and actively seeking student input, he continuously improves his teaching
methods to meet individual learner needs.

Inclusion is not a one-time effort but an ongoing process that requires intentionality and
reflection. As Rita Pierson wisely said, "Every child deserves a champion—an adult who will
never give up on them, who understands the power of connection, and insists they become the
best they can possibly be." Through thoughtful strategies and a commitment to equity, teachers
like Mr. Adams create classrooms where all students feel seen, heard, and empowered to
succeed.