Teaching Dispositions
I foster a caring and professional relationship with my students that focuses on acceptance and their educational needs.
Artifact #1
My educational philosophy is simple. When one gains a healthy rapport with their students, they become more willing and motivated to learn. It’s vital for teachers to establish a positive
relationship with each student. All students, regardless of SES, learning disability, or ethnicity, must feel comfortable and safe with their teacher, among their peers, and in their classroom setting in order for meaningful learning to take place.
To establish a healthy student-teacher relationship means to be in sync with what’s expected of both the teacher and the student and with what’s mutually reciprocated in terms of
values, beliefs, behavior, and knowledge.
A proven teacher not only demonstrates pedagogical skill and content knowledge, but also instills an element of mutual trust, confidence, and a spirit of teamwork in their
classroom. Students develop a greater desire to perform, practice, and improve,
not just to please their teacher or classmates, but more importantly, to please
themselves. Developing an intrinsically motivated student is key to student’s
prolonged achievement and lifelong success.
When a student believes in themselves, they can learn anything. Students who are cared about, cared for, supported, understood, believed, and validated are those that ultimately learn
at higher levels and become the contributors, innovators, inventors, developers,
and leaders of society.
relationship with each student. All students, regardless of SES, learning disability, or ethnicity, must feel comfortable and safe with their teacher, among their peers, and in their classroom setting in order for meaningful learning to take place.
To establish a healthy student-teacher relationship means to be in sync with what’s expected of both the teacher and the student and with what’s mutually reciprocated in terms of
values, beliefs, behavior, and knowledge.
A proven teacher not only demonstrates pedagogical skill and content knowledge, but also instills an element of mutual trust, confidence, and a spirit of teamwork in their
classroom. Students develop a greater desire to perform, practice, and improve,
not just to please their teacher or classmates, but more importantly, to please
themselves. Developing an intrinsically motivated student is key to student’s
prolonged achievement and lifelong success.
When a student believes in themselves, they can learn anything. Students who are cared about, cared for, supported, understood, believed, and validated are those that ultimately learn
at higher levels and become the contributors, innovators, inventors, developers,
and leaders of society.
| original_1010_philosophy_commentary.odt |
Artifact #2
As a PLC Team of 7th Grade Science teachers it is our goal to meet the needs of our students. We have been consistent with our weekly PLC meetings. We've been able to create a lesson and unit plan calendar and also plan common assessments with common goals. We've established common achievement criteria and have collectively planned intervention activities for those who do not meet those criteria. As a PLC team we have planned reteaching and relearning activites for those who do not meet the criteria while providing extension activities for students who have.
Artifact #3
I received a 'thank you' letter from the parents of an ELL student while I
was working as an ESL Assistant at Tonaquint Intermediate School during the
2009-2010 school year. This artifact provides evidence of my having a caring
teacher disposition because it demonstrates how I was able to assist a student who suffered from a common, adolescent emotional issue. It was noticed by the faculty that the student had been 'cutting'. Being a native Spanish speaker, Mrs. Powell, the school counselor, asked me to call and inform the student's parents and also provide the family with information on cutting in Spanish. The gratitude expressed in the letter from the student's parents is evidence that I will be able to foster a caring and professional relationship with students that focuses on acceptance as well as their educational needs.
was working as an ESL Assistant at Tonaquint Intermediate School during the
2009-2010 school year. This artifact provides evidence of my having a caring
teacher disposition because it demonstrates how I was able to assist a student who suffered from a common, adolescent emotional issue. It was noticed by the faculty that the student had been 'cutting'. Being a native Spanish speaker, Mrs. Powell, the school counselor, asked me to call and inform the student's parents and also provide the family with information on cutting in Spanish. The gratitude expressed in the letter from the student's parents is evidence that I will be able to foster a caring and professional relationship with students that focuses on acceptance as well as their educational needs.
