A search for a profile of the educator in correctional settings, for purposes of training, management, or definition of responsibilities yields very little information. Socially isolated individuals (prisoners) may perceive teachers in many different roles. Observing the interactions of prisoners and educators in adult detention facilities can provide information about the role, the responsibilities, and the desired personality traits of the correctional educator. Such observations have shown that a majority of socially isolated persons perceive educators as socratic types who are up on a pedestal. Others perceive them as custodians, radical-peers, paternalistic friends, guidance counselors, or as filling the father-brother role, usually the most successful teaching role in a penal setting. These educator types point out the multiplicity of roles and functions required of correctional educators. Some perform all of these roles, others rarely change roles and are unable to empathize with the problems and needs of institutionalized students. Socially isolated adults learn better and faster when they can perceive their teachers not only as teachers (socratic), but as father, brother, guide, counselor, friend, role model, and confidant. (PAS)