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Introduction
Teacher dispositions consist of the teachers’ values and beliefs regarding the teaching profession and about the children. National Council for Accreditation of Teacher Education (2007) identifies the dispositions as:
the values, commitments and professional ethics that influence behaviors toward students, families, colleagues, and communities and affect student learning, motivation, and development as well as educator’s own professional growth. Dispositions are lead by beliefs and attitudes connected to values such as caring, fairness, honesty, responsibility, and social justice. (p. 53)
The overall concept of disposition two outlines that the teacher understands how learning takes place. The students build knowledge, gain skills, and widen the habits of mind. In parallel, the teacher understands how to utilize instructional strategies that encourage student learning. The teacher also knows that students' domains, physical, social, emotional, moral, and cognitive development, impact learning and recognizes how to deal with these aspects when making instructional decisions. Finally, the teacher is knowledgeable of likely developmental advances and scopes of individual differences and can identify levels of readiness in learning, and knows how development in any one area may influence performance in others.
All dispositions work together in an effort to produce optimal learning environments that are supportive of student learning and development. However, it is my belief that disposition number two is the most significant for the professional educator to display proficiently. Disposition two outlines that the professional educator understands how children learn and develop and can provide learning opportuniti...
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... of the language learning puzzle: Why teacher dispositions are a crucial aspect of student success? The Language Educator. Retrieved from: http://www.actfl.org
Jones, L. (2007). The student-centered classroom. New York: Cambridge University Press
McCombs, B., & Miller, L. (2007). Learner-centered classroom practices and assessments: Maximizing student motivation, learning, and achievement. Thousand Oaks, CA: Corwin Press.
National Council for the Accreditation of Teacher Education. (2007). Professional standards for the accreditation of schools, colleges, and departments of education. Washington, DC: Author. Retrieved from: http://www.ncate.org
Tomlinson, C. & Jarvis, J. (2006). Teaching beyond the book. Educational Leadership, ASCD Publication. p 16-21.
Wolk, R. (2010). Education: the case for making it personal. Educational Leadership.
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Meichenbaum, D. H., Bowers, K. S., & Ross, R. R. (1969). A behavioral analysis of teacher
Stage, Frances K. et al. "Creating Learning Centered Classrooms: What Does Learning Theory Have to Say?" ERIC Digest, 1998. ED422777.
Educational ethics are grounded in traditional community values and a compassion of caring internalized by the educational leader. “Great schools grow when educators understand that the power of their leadership lies in the strength of their relationships” (Donaldson, 2007, p. 29). A clear understanding of the ethics of care and profession encourages a strong foundation of educational leadership. Leading with relationships as well as formal and moral standards creates a learning environment that ultimately supports all learners at a rigorous level. A high level of rigor generates a proud school system and community while concurrently laying the foundation for future
Miller, M. and Hart, C. (1998). Bridging the gap. Thrust for Educational Leadership, Vol. 28 Issue 1, p22.
Every student has a diverse learning style. I believe that students should learn in a safe, caring, and understanding environment. As professional educators, we should provide this safe and open-minded environment.The ways to ensure this environment is to make sure students are actively involved in their education, to make sure teachers are providing the best materials for students to learn, and to make sure parents and the community are involved in students education.
“Formed through the interplay of past performance… teacher expectancies have an undeniable influence on students’ learning. Skinner and Belmont (1993) point out the following about teacher behavior: 1) Teacher behavior influences students’ perceptions of their interactions with teachers. 2) Teacher behavior influences student engagement.” (Bruns 3)
In the summer of 2015, the Connecticut State Department of Education reviewed the report of the visiting committee, and voted to award the FCE a three-year probationary approval for all teacher education programs. This FCE Teacher Education Program probationary approval complements the state and national accreditation awarded the FCE Educational Leadership Program. The report of the visiting committee articulated a series of Areas for Improvement (AFI) for the FCE. The AFI’s highlighted the need to align key assessments, and establish candidate dispositions aligned to current NCATE and Connecticut State Standards. The FCE faculty and leadership team reflected on the identified AFI’s, and accepts the recommendation that the FCE develop a systematic approach to the collection of data, and use of data to analyze candidate preparation for the demands of 21st century public, private, and parochial school
In order to give myself and my students the best chance at success in the classroom I will attempt to find out as much as I can about each one of them before I set up the learning environment. Current and comprehensive information on students’ likes, dislikes, experiences, skill, understanding and development is imperative to create the best possible learning environment (Daniels & Perry, 2003). Communicating openly and often with stakeholders to help gather good information requires positive collaboration with families, staff and most importantly the students themselves. Frequent, targeted assessment before, during and after learning also provides data that supports the design of teaching and learning experiences offering each student opportunities to be challenged and moved forward (Koppang, 2004). Although time and effort are necessary to obtain this information, it may help to prevent mismatched or misdirected teaching efforts that waste valuable resources, contribute ...
In today’s society, teachers are faced with ongoing challenges and need to be equipped with a range of teaching options and strategies so they are able to make the best possible decisions in their lessons. A teacher needs to be equipped to make appropriate decisions and consistently reflect on their effectiveness. This essay explains how professionalism, teacher reflection, decision making, classroom management, effective questioning and adhering to the constructivist model of thinking are all elements contributing to a valued professional in today’s society.
The state’s new evaluation system was in response to administrators who produced, “superficial and capricious teacher evaluation systems that often don't even directly address the quality of instruction, much less measure students' learning” (Toch, 2008). Too often, the “good-ol-boy” attitude would insure mediocre educators would remain employed. Realizing this was often more the rule then the exception, the governor created educational mandates to focus, “on supporting and training effective teachers to drive student achievement” (Marzano Center, 2013). Initially, they expected the school districts and the teachers would have issues and experience growing pains, but in the end the goal was, “to improve teacher performance, year by year, with a corresponding rise in student achievement” (Marzano Center, 2013).
Right from the time we embark on our education trip, we come across different types of teachers. Some are friendly, some are strict, and some are the ones we idolize. We also dislike a few, who fail to impress us positively. Students begin to like teachers, according to their own individual preferences. They even classify their teachers into different categories, such as Friendly Teachers, Lenient Teachers, Perfectionist Teachers, Strict Teachers and Funny Teachers. All these classifications for teachers are based on some typical personality traits of the teachers. For ex - some teachers constantly criticize the students, some act like friends, some are fun to be with and so on. Let us explore them in detail.
Everyone knows that when it comes to making a difference in a child’s academic and life achievements, their teachers play a large role. A teacher’s ability to relate to their students, and teach them to achieve both socially and academically contributes to how effective they are. What does it mean to be an effective teacher? Overall there seems to be an emphasis on teacher effectiveness related to how well their students are performing on standardized testing. As teachers we know there is more to being an effective teacher then just teaching our students based on tests. This paper will identify different definitions of an effective teacher along with how to assess teachers on being effective.
Thought out our lives, we are faced with many different learning experiences. Some of these experiences have made a better impact than others. This can be attributed to everyone’s different multiple intelligences or learning styles. A persons learning style is the method though which they gain information about their environment. As a teacher, it is our responsibility to know these styles, so we can reach each of our students and use all of the necessary methods.
My philosophy on education and learning is simple; to teach my future students to the best of my ability to achieve academic success. As well as getting to know my students well. Getting to know a little of their background can help make a difference in our teaching career. As a teacher, we care for our student’s educational needs and to achieve a full potential in their learning ability. I believe that education is an individual, unique experience for every student who enters a classroom. Having a passion for teaching and providing students with a proper education should always be a teacher’s top priority.
...losophy of life. They can be effectively transmitted by those who themselves practice these values. Teachers are such people who are if conscious of the plasticity of behaviour and can combine the imparting of knowledge with the inculcation of values. Therefore, the prospective teachers must be offered opportunities to associate with the best minds, to develop a disciplined intellect as well as quality of appreciation of culture in its various forms. Becoming a good teacher is a demanding and challenging undertaking. But in our country, in spite of recommendations of various commissions and committees, much attention has not been paid to teacher training institutions towards value-orientation of prospective teachers. In recent years, effort has been made to include ‘Value Education’ as a part of total Teacher Training programme but it is still a theoretical effort.