Features
The changing role of the teacher
by Deshamanya Dr Indira Lilamani Ginige
Former Deputy Director General
National Institute of Education
The simple and static societies of the past becoming complex and dynamic over time, has brought about a paradigm shift in the role of the teacher. The purpose of this article is to make the readers aware on how the transmission role of the teacher that was there at the beginning changed over to transaction after World War II, to cater to the rapid developments of an industrial era, and later to transformation to meet the new needs of the post-industrial era. Considering the fact that the majority of our teachers are still in their traditional roles, the writer intends to compare the three teacher roles under 10 selected themes to expedite the movement of the teachers to their new role of transformation.
With all three teacher roles under consideration starting with a “T,” it is the 3T Model that is used today to introduce the changing role of the teacher from transmission to transaction first, and from transaction to transformation later. Let us now try to identify the contents of the 3T model by finding answers to the philosophical question ‘Why children come to school?’ with respect to each of the three eras, and also by conducting a comparative analysis of the characteristics of the three teacher roles on the basis of the 10 themes selected.
The children of the pre-industrial era that changed very slowly, have come to school to get the knowledge available to the teacher to adopt as it is. Although the children of the industrial era have also attended school for the same reason, the changing circumstances of the day have not allowed them to use the knowledge they acquired from the teacher, as it is. The rapid developments that were taking place after World War II have called these children to adapt the knowledge received from the teacher as suitable to the context. The children of the post-industrial era, however, do not come to school to get the knowledge available to the teacher. These children attend school to seek for new knowledge and meaning to prepare for a future that is becoming highly complex and dynamic. All this brings to light that it is the changing situations from time to time that has brought about a change in the role of the teacher.
Identifying paradigm shift
Let us now try to identify the paradigm shift that has taken place in the role of the teacher on the basis of the 10 themes that are referred to as Emphasis, Basis, Mode of learning and teaching. Titles given to the teacher, Titles given to the pupils, Class setting, Communication patterns, Use of inputs, Assessment, and Evaluation.
The first teacher role of transmission also referred to as the jug and the mug method and the chalk and the talk method, emphasized teacher and teaching over and above pupil and learning. With the latter coming forward in the next era, both teacher and teaching, and pupil and learning have come to the same platform, resembling the two sides of a coin. In the third era of transformation, the original emphasis has changed totally to bring the pupil and learning to the fore, while pushing the traditional concepts of teacher and teaching to the back.
First role of transmission
The teachers conducting the first role of transmission have come to class well prepared to talk on the basis of a list of topics that are pre-determined. The teachers playing the transaction role, acting differently, have come to class with a lesson plan developed to realize three types of objectives coming under cognitive, affective and psychomotor domains of education. The teachers of today, who are expected to play the transformation role have to consider the learning activity as the basis of pupil learning. These activities planned with focus on competency levels drawn from the syllabus, attempt to achieve two types of competencies referred to as subject competencies and generic competencies. The subject competencies derived from the subject integrate knowledge, attitudes and skills related to the subject. The generic competencies derived from the learning-teaching process, on the other hand, contribute to the development of a whole lot of soft skills classified under inter personal and intra personal.
The teachers, who played the transmission role in the simple and static societies of the past, have used the lecture as their main mode of teaching. The teachers moving into the transaction role in the mid era of rapid development, acting differently, have used the questioning method to support the dialogue and the discussion that formed the heart of learning and teaching. The knowledge explosion that is taking place at an alarming rate today, invites the present teachers to accept student exploration as the main mode of learning. The pupils thus getting involved in problem-based learning, have ample opportunity to develop the four learning skills – creativity, critical thinking, collaboration and communication – referred to as the 4C’s.
The titles given to the teacher have also changed with the changing times. The teachers imparting knowledge under the first role of transmission have been transmitters. The teachers raising questions one after the other to keep their classes going, in the second role of transaction, have acted as facilitators. The teachers playing the transformation role today, who are expected to intervene in pupil learning as and when necessary, are called resource persons.
The changing role of the teacher has also brought about a change in the titles given to the pupils. This group of stakeholders paying attention to lectures under the first role of transmission have been mere listeners. The pupils answering questions raised by the teacher first, and later by the peers in the second role of transaction, have functioned as respondents. The same group taking the responsibility for a variety of tasks under the new role of transformation are referred to as thinkers, information seekers, communicators, collaborators, explorers, sharers and elaborators of exploration findings, and evaluators.
The seating arrangement in the classroom is another aspect that has changed over time. The traditional classrooms of the first era have got the pupils to sit in rows to listen to lectures. The dialogue and the discussion that came forward in the second era, have called for a slight modification in the above seating arrangement. Class settings such as the semi-circle and the horseshoe that have resulted, had been mainly to promote the eye contact of the teacher as a means of facilitating responses from each and every child in the classroom. The activity-oriented learning that has come forward today, starts with the whole class to engage the pupils for learning. Small groups formed next to make the explorations productive, and the whole class formed once again to facilitate the sharing and elaboration of exploration findings, have put an end to the fixed seating arrangements that have existed in our classrooms for long.
Changes in communication patterns
It is also important for you to get an idea of the changes that have occurred in the communication patterns at the classroom level. With the teachers transmitting knowledge to their pupils, the traditional classrooms have had only uni-directional communication. The dialogue and the discussion method that has come forward in the second era has called for bi-directional communication to initiate the transaction, and multi-directional communication to take it forward. The transformational role of the teacher that begins with transaction and ends with transmission, with group work at the middle, employs a variety of communication patterns. By- and multi-directional communication at the beginning enables the teachers to engage the pupils for learning, within group communication in the middle facilitates pupil exploration, among group communication taking place next helps the pupils to involve themselves in explanations and elaborations of group findings, and the uni-directional communication at the end, allows the teacher to provide a summary for the children on what they have learnt.
It is also important for you to know how the use of inputs has also changed overtime. The teachers playing the first role of transmission have had no need for special inputs. The facilities in the classroom, have been more than enough for them to adopt the chalk and the talk method to impart the knowledge available to them. The teachers playing the transaction role, however, have needed some inputs mainly to initiate the dialogue at the beginning of each lesson. Nevertheless, the transformation role of the teacher, much more advanced than the first two roles of transmission and transaction, requires a variety of inputs to implement the activities planned. At the beginning of every activity, the teachers need inputs to engage the pupils for learning.
In the second step of the activity, they seek for inputs to facilitate the group exploration planned for their pupils. Towards the end of the activity, the teachers need inputs again to make both the sharing and elaboration of exploration findings meaningful. They also seek for inputs at the end to enable a summary for the pupils on what they have learned. All this brings to light that the paradigm shifts that have taken place in the role of the teacher have called for more and more inputs to support the instructional process that is turning to be more and more complex.
The last two items to which your attention will be drawn are the ways in which the teachers of different eras have attended to assessment and evaluation. Out of these two tasks referred to as evaluation for learning and evaluation of learning, let us begin by paying our attention to evaluation for learning that provides another name for assessment.
The teachers of the first era, who imparted knowledge to their pupils through continuous talk, had no opportunity to understand how their pupils were learning. This situation did not allow these teachers to make any assessment of their pupils with a view to providing them with the learning support they needed. The teachers playing the transaction role, who posed questions to pupils continuously to receive answers, however, had some opportunity to understand where their pupils were. This situation allowed these teachers to support pupil learning by changing their questions to suit the attainment levels of the pupils under concern.
However, the teachers of today, who have to play the transformation role are not expected to transfer the knowledge available to them to their pupils, either through talk or questioning. Instead, their task is to motivate the pupils to find out new knowledge and meaning by themselves. These teachers, getting free during the time devoted for group explorations, are expected to remain in their classes, move from group to group to observe the pupils at work, and involve themselves in the task of assessment where they are expected to provide feedback to their pupils to overcome weaknesses, and feedforward to uplift strengths. All this brings to light that the teachers benefitting much from assessment that has come forward in the new era, can no longer stick to their traditional roles, where they have no or limited opportunity for such intervention.
Evaluation
All teachers of the past imparting knowledge to their pupils either through transmission or transaction, conducted an evaluation at the end of each lesson. The main purpose of this evaluation was to find out the extent to which the pupils have grasped the knowledge imparted to them either through lecture or questions raised. The teachers of the first two eras, who were implementing their transmission and transaction roles, used a few questions at the end of each lesson as a means of conducting the evaluation of learning. Happy with the right answers they received from the pupils, who had followed the lesson, these teachers were in the practice of ignoring the attainment levels of the majority of pupils, who were normally silent.
The teachers playing the new role of transformation getting the opportunity to listen to their pupils during the explanation and elaboration stages of each activity, however, are in a good position to experience what their pupils have learnt. Continuous evaluation thus taking place in every activity, supplemented by formative evaluations conducted at different points of the activity continuum and summative evaluations at its end, enable the pupils to demonstrate better performance, not only in the year-end examinations conducted by the schools, but also in the high stakes testing for which the Department of Examinations is responsible.
By now you may have realized that the new teacher role of transformation has not forgotten the basic features of the two previous teacher roles of transaction and transmission. Proving this fact, the transformation role of the teacher starts with a dialogue leading to a discussion, which is the main characteristic of the transaction role, and ends with a brief lecture referred to as a lecturette, resembling the main mode of teaching in the transmission role. The transformation role of the teacher thus nourished with the characteristics of the two previous teacher roles, also demonstrating a number of other features specific to itself towards the middle part of the learning process, is far advanced than the two roles of the past.
Among the other factors that contribute to this specialty, the steps dealing with exploration, explanation and elaboration take an important place with assessment supporting pupil learning during explorations, and evaluation, accompanying both explanation and elaboration, assisting the teachers to find out the extent to which the pupils have learnt. Thus, the transformation role of the teacher that has come forward to prepare the pupils of today for the challenges of the 21st century, is much wider in scope when compared to the two previous teacher roles. Considering all this, it is a must for everybody involved in a teaching career today to embrace this new role of transformation at their earliest convenience.
The appointment of former minister Eran Wickremaratne to chair the Sri Lanka Cricket Transformation Committee is significant for more than the future of cricket. It signals a possible shift in the culture of governance even as it offers Sri Lankan cricket a fighting possibility to get out of the doldrums of failure. There have been glorious patches for the national cricket team since the epochal 1996 World Cup triumph. But these patches of brightness have been few and far between and virtually non-existent over the past decade. At the centre of this disaster has been the failures of governance within Sri Lanka Cricket which are not unlike the larger failures of governance within the country itself. The appointment of a new reform oriented committee therefore carries significance beyond cricket. It reflects the wider challenge facing the country which is to restore trust in public institutions for better management.
The appointment of Eran Wickremaratne brings a professional administrator with a proven track record into the cricket arena. He has several strengths that many of his immediate predecessors lacked. Before the ascent of the present government leadership to positions of power, Eran Wickremaratne was among the handful of government ministers who did not have allegations of corruption attached to their names. His reputation for financial professionalism and integrity has remained intact over many years in public life. With him in the Cricket Transformation Committee are also respected former cricketers Kumar Sangakkara, Roshan Mahanama and Sidath Wettimuny together with professionals from legal and business backgrounds. They have been tasked with introducing structural reforms and improving transparency and accountability within cricket administration.
A second reason for this appointment to be significant is that this is possibly the first occasion on which the NPP government has reached out to someone associated with the opposition to obtain assistance in an area of national importance. The commitment to bipartisanship has been a constant demand from politically non-partisan civic groups and political analysts. They have voiced the opinion that the government needs to be more inclusive in its choice of appointments to decision making authorities. The NPP government’s practice so far has largely been to limit appointments to those within the ruling party or those considered loyalists even at the cost of proven expertise. The government’s decision in this case therefore marks a potentially important departure.
National Interest
There are areas of public life where national interest should transcend party divisions and cricket, beloved of the people, is one of them. Sri Lanka cannot afford to continue treating every institution as an arena for political competition when institutions themselves are in crisis and public confidence has become fragile. It is therefore unfortunate that when the government has moved positively in the direction of drawing on expertise from outside its own ranks there should be a negative response from sections of the opposition. This is indicative of the absence of a culture of bipartisanship even on issues that concern the national interest. The SJB, of which the newly appointed cricket committee chairman was a member objected on the grounds that politicians should not hold positions in sports administration and asked him to resign from the party. There is a need to recognise the distinction between partisan political control and the temporary use of experienced administrators to carry out reform and institutional restructuring. In other countries those in politics often join academia and civil society on a temporary basis and vice versa.
More disturbing has been the insidious campaign carried out against the new cricket committee and its chairman on the grounds of religious affiliation. This is an unacceptable denial of the reality that Sri Lanka is a plural, multi ethnic and multi religious society. The interim committee reflects this diversity to a reasonable extent. The country’s long history of ethnic conflict should have taught all political actors the dangers of mobilising communal prejudice for short term political gain. Sri Lanka paid a very heavy price for decades of mistrust and division. It would be tragic if even cricket administration became another arena for communal suspicion and hostility. The present government represents an important departure from the sectarian rhetoric that was employed by previous governments. They have repeatedly pledged to protect the equal rights of all citizens and not permit discrimination or extremism in any form.
The recent international peace march in Sri Lanka led by the Venerable Bhikkhu Thich Paññākāra from Vietnam with its message of loving kindness and mindfulness to all resonated strongly with the masses of people as seen by the crowds who thronged the roadsides to obtain blessings and show respect. This message stands in contrast to the sectarian resentment manifested by those who seek to use the cricket appointments as a weapon to attack the government at the present time. The challenges before the Sri Lanka Cricket Transformation Committee parallel the larger challenges before the government in developing the national economy and respecting ethnic and religious diversity. Plugging the leaks and restoring systems will take time and effort. It cannot be done overnight and it cannot succeed without public patience and support.
New Recognition
There is also a need for realism. The appointment of Eran Wickremaratne and the new committee does not guarantee success. Reforming deeply flawed institutions is always difficult. Besides, Sri Lanka is a small country with a relatively small population compared to many other cricket playing nations. It is also a country still recovering from the economic breakdown of 2022 which pushed the majority of people into hardship and severely weakened public institutions. The country continues to face unprecedented challenges including the damage caused by Cyclone Ditwah and the wider global economic uncertainties linked to conflict in the Middle East. Under these difficult circumstances Sri Lanka has fewer resources than many larger countries to devote to both cricket and economic development.
When resources are scarce they cannot be wasted through corruption or incompetence. Drawing upon the strengths of all those who are competent for the tasks at hand regardless of party affiliation or ethnic or religious identity is necessary if improvement is to come sooner rather than later. The burden of rebuilding the country cannot rest only on the government. The crisis facing the country is too deep for any single party or government to solve alone. National recovery requires capable individuals from across society and from different sectors such as business and civil society to work together in areas where the national interest transcends party politics. There is also a responsibility on opposition political parties to support initiatives that are politically neutral and genuinely in the national interest. Not every issue needs to become a partisan battle.
Sri Lanka cricket occupies a special place in the national consciousness. At its best it once united the country and gave Sri Lankans a sense of pride and international recognition. Restoring integrity and professionalism to cricket administration can therefore become part of the larger task of national renewal. The appointment of Eran Wickremaratne and the new committee, while it does not guarantee success, is a sign that the political leadership and people of the country may be beginning to mature in their approach to governance. In recognising the need for competence, integrity and bipartisan cooperation and extending it beyond cricket into other areas of national life, Sri Lanka may find the way towards more stable and successful governance..
by Jehan Perera
Court vacation this year came with an unexpected lesson, not from a courtroom but from the streets of Dhaka — a city that moves, quite literally, on three wheels.
Above the traffic, a modern metro line glides past concrete pillars and crowded rooftops. It is efficient, clean and frequently cited as a symbol of progress in Bangladesh. For a visitor from Sri Lanka, it inevitably brings to mind our own abandoned light rail plans — a project debated, politicised and ultimately set aside.
But Dhaka’s real story is not in the air. It is on the ground.
Beneath the elevated tracks, the streets belong to three-wheelers. Known locally as CNGs, they cluster at junctions, line the edges of markets and pour into narrow roads that larger vehicles avoid. Even with a functioning rail system, these three-wheelers remain the city’s most dependable form of everyday transport.
Within hours of arriving, their importance becomes obvious. The train may take you across the city, but the journey does not end there. The last mile — often the most complicated part — belongs entirely to the three-wheeler. It is the vehicle that gets you home, to a meeting or simply through streets that no bus route properly serves.
There is a rhythm to using them. A destination is mentioned, a price is suggested and a brief negotiation follows. Then the ride begins, edging into traffic that feels permanently compressed. Drivers move with instinct, adjusting routes and squeezing through gaps with a confidence built over years.
It is not polished. But it works.
And that is where the comparison with Sri Lanka becomes less about what we lack and more about what we already have.
Back home, the three-wheeler has long been part of daily life — so familiar that it is often discussed only in terms of its problems. There are frequent complaints about fares, refusals or the absence of meters. More recently, the industry itself has become entangled in politics — from fuel subsidies to regulatory debates, from election-time promises to periodic crackdowns.
In that process, the conversation has shifted. The three-wheeler is often treated as a problem to be managed, rather than a service to be strengthened.
Yet, seen through the experience of Dhaka, Sri Lanka’s system begins to look far more settled — and, in many ways, ahead.
There is a growing structure in place. Meters, while not perfect, are widely recognised. Ride-hailing apps have added transparency and reduced uncertainty for passengers. There are clearer expectations on both sides — driver and commuter alike. Even small details, such as designated parking areas in parts of Colombo or the increasing standard of vehicles, point to an industry slowly moving towards professionalism.
Just as importantly, there is a human element that remains intact.
In Sri Lanka, a three-wheeler ride is rarely just a transaction. Drivers talk. They offer directions, comment on the day’s news, or share local knowledge. The ride becomes part of the social fabric, not just a means of getting from one point to another.
In Dhaka, the scale of the city leaves less room for that. The interaction is quicker, more direct, shaped by urgency. The service is essential, but it is under constant pressure.
What stands out, across both countries, is that the three-wheeler is not a temporary or outdated mode of transport. It is a necessity in dense, fast-growing Asian cities — one that fills gaps no rail or bus system can fully address.
Large infrastructure projects, like light rail, are important. They bring efficiency and long-term capacity. But they cannot replace the flexibility of a three-wheeler. They cannot reach into narrow streets, respond instantly to demand or provide that crucial last-mile connection.
That is why, even in a city that has invested heavily in modern rail, Dhaka still runs on three wheels.
For Sri Lanka, the lesson is not simply about what could have been built, but about what should be better managed and valued.
The three-wheeler industry does not need to be politicised at every turn. It needs steady regulation — clear fare systems, proper licensing, safety standards — alongside encouragement and recognition. It needs to be seen as part of the solution to urban transport, not as a side issue.
Because for thousands of drivers, it is a livelihood. And for millions of passengers, it is the most immediate and reliable form of mobility.
The tuk-tuk may not feature in grand policy speeches or infrastructure blueprints. It does not run on elevated tracks or attract international attention. But on the ground, where daily life unfolds, it continues to do what larger systems often struggle to do — show up, adapt and keep moving.
And after watching Dhaka’s streets — crowded, relentless, yet functioning — that small, three-wheeled vehicle feels less like something to argue over and more like something to get right.
(The writer is an Attorney-at-Law with over a decade of experience specialising in civil law, a former Board Member of the Office of Missing Persons and a former Legal Director of the Central Cultural Fund. He holds an LLM in International Business Law)
by Sampath Perera recently in Dhaka, Bangladesh
According to reports coming my way, the entertainment scene, in Dubai, is very much opening up, and buzzing again!
After a quieter few months, May is packed with entertainment and the whole scene, they say, is shifting back into full swing.
The Seven Notes band, made up of Sri Lankans, based in Dubai, are back in the spotlight, after a short hiatus, due to the ongoing Middle East problems.
On 18th April they did Legends Night at Mercure Hotel Dubai Barsha Heights; on Thursday, 9th May, they will be at the Sports Bar of the Mercure Hotel for 70s/80s Retro Night; on 6th June, they will be at Al Jadaf Dubai to provide the music for Sandun Perera live in concert … and with more dates to follow.
These events are expected to showcase the band’s evolving sound, tighter stage coordination, and stronger audience engagement.
With each performance, the band aims to refine its identity and build a loyal following within Dubai’s vibrant nightlife and event scene.
Pasindu Umayanga: The group’s new vocalist
What makes Seven Notes standout is their versatility which has made the band a dynamic and promising act.
With a growing performance calendar, new talent integration, and international ambitions, the band is definitely entering a defining phase of its journey.
Dubai’s music industry, I’m told, thrives on diversity, energy, and audience connection, with live bands playing a crucial role in elevating events—from corporate shows to private concerts. Against this backdrop, Seven Notes is positioning itself not just as another band, but as a performance-driven musical unit focused on consistency and growth.
Adding fresh momentum to the group is Pasindu Umayanga who joins Seven Notes as their new vocalist. This move signals a strategic upgrade—not just filling a role, but strengthening the band’s front-line presence.
Looking beyond local stages, Seven Notes is preparing for an international tour, to Korea, in July.
Bassist Niluk Uswaththa: Spokesperson for Seven Notes
According to bassist Niluk Uswaththa, taking a band abroad means: Your sound must hold up against unfamiliar audiences, your performance must translate beyond language, and your discipline must be at a professional level.
“If executed well, this tour could redefine Seven Notes from a local band into an emerging international act,” added Niluk.
He went on to say that Dubai is not an easy market. It’s saturated with highly experienced, multi-genre bands that can adapt instantly to any crowd.
“To stand out consistently you need to have tight rehearsal discipline, unique sound identity (not just covers), strong stage chemistry, audience retention – not just applause.”
No doubt, Seven Notes is entering a critical growth phase—new member, multiple shows, and an international tour on the horizon. The opportunity is real, but so is the pressure.
However, there is talk that Seven Notes will soon be a recognised name in the regional music scene.
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