Professional Dispositions Essay

Teacher Dispositions: Disposition Two Essay

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 opportunities that support their intellectual, social, and personal development. This disposition is reciprocal to student- centered learning (Hallam, 2009). This paper seeks to answer the question: Which disposition should an educator demonstrate proficiently? For the purpose of this paper it is important to review the student-centered learning model and how it relates to disposition two.
Review of the Literature
In a review of the literature, teachers should have a great knowledge of the characteristics of development of their students and how students learn to be a valuable cohort in the learning process. A teacher who is student centered plans learning experiences that clearly connect critical concepts and skills to students’ present knowledge and ordinary inquisitiveness about the subject. Students who are engaged in decision making within the classroom setting have the chance to completely investigate topics. Effective teachers aid students in discovering their inner power that allows them to work in their own manner to accomplish success (Tomlinson & Jarvis, 2006).
McCombs and Miller (2007) stresses that within a student- centered learning environment, the students are the focal point. They are engrossed in the...

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The Dispositions of the Effective Educator

The School of Education has identified eight dispositions with specific indicators that the effective professional educator displays.  The effective professional educator demonstrates a commitment to the following.

Checklist (printable copy)

1. Professional ethics

  • Maintaining my position as a positive role model for students and others in regular attendance, grooming, punctuality, and professional demeanor
  • Demonstrating positive work habits and interpersonal skills, including a positive attitude, dependability, honesty, and respect for others
  • Maintaining the standards of confidentiality regarding student information and communications
  • Using sound judgment and thoughtful decision-making with consideration of the consequences


2. Collaboration

  • Collaborating with other professionals to improve the overall learning of students
  • Understanding and involving a wide variety of resources in the school, family, culture, and community to facilitate student learning


3. Diversity

  • Recognizing students’ unique prior knowledge, life experiences, and interests as part of the context for student learning
  • Understanding and involving a wide variety of resources in the school, family, culture, and community to facilitate student learning
  • Providing equitable learning opportunities for all students


4. Self-reflection

  • Life-long learning and personal growth through reflection, seeking constructive feedback, and willingness to learn from others and past experience
  • Using analysis and reflection to assess and plan for student learning


5. Belief in students’ ability to learn

  • Promoting achievement of students at all levels
  • Understanding and involving a wide variety of resources in the school, family, culture, and community to facilitate student learning
  • Developing students’ skills as problem-solvers as they progress toward becoming independent, self-directed learners
  • Effective planning and classroom organization as tools in maximizing the time available for instruction and learning


6. Technology

  • Understanding and involving a wide variety of resources in the school, family, culture, and community to facilitate student learning
  • Using analysis and reflection to assess and plan for student learning


7. The teaching profession

  • Accepting responsibility for what occurs in my classroom and for other school-wide responsibilities that contribute to student learning and a safe, orderly environment
  • Using sound judgment and thoughtful decision-making with consideration of the consequences
  • Life-long learning and personal growth through reflection, seeking constructive feedback, and willingness to learn from others and past experience
  • Participating in professional growth activities within and outside the school


8. Professional growth

  • Participating in professional growth activities within and outside the school
  • Life-long learning and personal growth through reflection, seeking constructive feedback, and willingness to learn from others and past experience

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