Teacher Disposition
Teacher dispositions are the personal and professional attitudes, values, and beliefs demonstrated through both verbal and non-verbal behaviors as educators interact with students, families, colleagues, and communities. These principles underpin a teacher's success in the classroom. Use the prompts below to guide your own exploration into your developing educator identity. My own journey is reflected through these essential questions as well.
Umbrella Goals
If students only took one semester of your class, what would you want them to come away with?
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Approach each new task or challenge in their lives with positivity, anticipation, and dedication to growing and learning as an individual
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Participate in and contribute to creating safe, inclusive environments which promotes equity, diversity, collaboration, restorative justice, and trauma-informed practices
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Engage in healthy, open communication/discussion which aims to build, maintain, or repair relationships and respect the individual(s) of the other party, allowing for each individual to express themselves openly and without judgement
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Be agents of change who recognize traditions and structures that perpetuate oppression, and are also mindful about their own identity and their part within the system
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Become lifelong expert learners who are purposeful &motivated; resourceful & knowledgeable; and strategic & goal-directed.
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Successfully contribute to the communities and/or environments in which they find themselves. With this comes an understanding and appreciation of collaboration, as well as the ability to transfer their skills into different contexts
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Display developmentally appropriate self-regulation skills through proficient goal-setting, self-monitoring, self-reinforcement, and self-talk/instructions
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Maintain high expectations for themselves with the self-efficacy to achieve their personal, academic, and, eventually, professional goals
Explore Your Dispositions
How can I facilitate an inclusive learning environment?
How can I ensure my teaching practices facilitate ALL learners' growth?
How can I plan inclusive curriculum and lessons with the end in mind?
What does it mean to be literate?
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How will I integrate inclusive reading instruction into my curriculum?
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How will I integrate inclusive writing instruction into my curriculum?
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How will I ensure an inclusive, culturally sustaining literacy environment?
What does inclusive pedagogy mean for my praxis?
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What do you believe and value?
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How do you understand your emerging educator identity?
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What are your dreams for your career?
What are your plans for attending to your well-being as a teacher?
Reflection
After exploring these prompts, I coded my responses and organized this analysis into themes that represent my emerging identity as an educator and my teacher dispositions.
Theme 1​: Growth
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Expressive
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Balance
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Development
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Change
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Practice
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Revision
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Reflection
Theme 2: Process
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Purposeful
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Planned
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Analytical
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Structured
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Focused
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Data-driven
Theme 3: Holism
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Equitable
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Universal
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100%
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Holistic
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Natural
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Interconnected
