Can Dispositions Be Taught?

No, because, in my opinion, dispositions are tightly connected to personal experiences. We all know that experiences vary according to each individual because different individuals live different realities. However, I believe dispositions can be shared. When we share dispositions, we open room for more realities, which consequently can teach us some meaningful information. I think any disposition is valuable, because we can build improvements on everyone's dispostions.

Teachers and students should be more encouranged to enhance their dispostions. I say it so because dispositions bring values, beliefs and experiences that can guide us through our life experiences. Dispostions help us check our progress as well as our failures. They help us ponder over what we think is right and how we act according to what we believe. Dispositions can be very eye opening too in a sense that they tell you who you are indeed.

Resilience

In my opinion, if one wants to be a teacher, one must know that this can be a very joyful and stressful career. I believe that most of teachers-to-be know that already. I just think they do not know that is just TOO much stress.
However, in order to cope with stress, teachers must realize that they too have a life. That is, spending your sleep time to correct tests is not healthy. Teachers must take care of their healthy. I know teachers to be are more than willing to do their best to be the greatest role model, but that might lead them to stress too.
Another way to avoid stress is to priotize things. We won't be able to teach all we want to all students. Therefore, sometime we should be happy when students grasp the basics from your lesson. Teacher him/herself alone can't change a student. There must be collaboration from both sides.
Being aware of our reality and tendencies is another way yo avoid stress. What we teachers to be are learning now in college might not be the reality by the time we graduate because things change fast.
Finally, be sure teaching is what you really want to do as a carrer. Those who go into teaching for they do not have any jobs left to choose tend to quit teaching in few years. Also, teaching has its ups and down. We will never get a 100% in everything we do all the time.

Humility

Of all the entries I have made so far, I strongly believe that this one is one of the most important. For me, if teachers are not humble, they never become better teachers, because no novice starts off with great social and teaching strategies. If teachers are not open to criticism, they are less likely to be open to understand students' needs.
I myself taught basic English skills in private institutions since I was 16. However, nowadays, I am humble enough to say that I was not ready for teaching. I did things I will never do again. In fact, I went through hard times teaching when I began teaching at a private school. The problem was not about content but class management. Of course, I was only 16/17. But on the other hand, I learned through my mistakes, and I value that a lot.
Another thing, I am aware of my weaknessess, and I am willing to work on them. I really want to be a very efficient teacher - a teacher who can transfer knowledge, but also manage with all sorts of students and personal obstacles. For example, I know I have to work on anxiety. I get too nervous when doing public speech I also know I have to work on my diction, because I do not always sound as clear as I should be. I am hoping that my college experience will help me overcome these weakenessess. At the same time, I know that things like that come with time. I am humble enough to seek help when I need it.
In short, I am far from being perfect. What pushes me forward is my dream of becoming one of the best teachers wherever I go. I am proud of myself because I have been going through hurdles that can potentially let anyone down, but I do persist because I have faith I can do it. Humility has helped me believe that better days are to come.

There's no perfect teacher

Although we teachers-to-be strive to be the most effective (read "perfect") teachers in the world, it's humanly impossible to be perfect 365 days a year.
Last couple of weeks, I felt that I could be easily irritated. After calming down a bit, I pondered over the reason why I was so irritated. I came to the conclusion that there are moments when I want things to go my way because I know I am right. For example, I was very irritated about my floormates' reckless parties at inappropriate times. Whan I transfer my experiences to possible uncomfortable experiences in a classroom, I wonder if I will be the effective teacher I want to be. Will I ever be able to control what I strongly believe when students' come up with opposite beliefs? If I hate noise, will I be able to cope with students' noise? I really wonder...

However, I believe I have a lot to contribute to any learner. I believe I hold strong values that might make a difference for these learners. On the other hand, when we say "we need to value and cultivate diversity", it is very hard to perform what we preach in the real world. Every day we are going to have students who want to challenge us and check if we teachers are capable enough to "take care" of them. These students will test our pacience and our knowledge.

Coming back to authenticity...I believe that authentic teachers tend to stress out more than unauthentic ones, because they carry strong beliefs that make them who they are. I myself carry very strong beliefs that are very unlikely to change.

In short, I believe there's no perfect teacher in the world. There's no perfect teacher, because there's no human being.

Efficacy

First, effective teachers are those, who, first of all, want to be effective teachers. I claim this statement because I have had teachers who were teaching just because that was their only option as they could not find other jobs. These teachers are usually those people who know a lot about the subject matter but fail to have teaching strategies. Consequently, these teachers display some deficiencies in self-awareness, confidence, persistence, and work ethic.

Self-awareness: Teachers who are not meant to be teachers do not realize the impact of their own behavior in the classroom (or even outside the classroom). They do not know how to deal with diverse confrontations because their maturity level is not adequate. They can't manage a class very effectively. They are not aware of students' needs. And the most important, they are almost unable to fix their own mistakes.

How to fix it: Get to know your students/co-workers/community, and most importantly, yourself better. Stop and think if teaching is what you want to do. Ask yourself if you can or cannot live life without teaching. Remember that you are role model to the whole community. Therefore, behave accordingly, even if you're not on duty.

Confidence: Teachers who lack confidence tend to dislike what they do. If teachers can't keep their confidence high, they are less likely to help student boost their own confidence. Teachers who lack confidence are more likely to quit working as instructors in 3 years or so because this job does not give them fulfillment. Also, these teachers do not have control over their students.

How to fix it: Not only ensure yourself that you know well what you're teaching, but also be mentally prepared to face challenges, because these challenges, when ignored, can diminish your confidence. Be yourself, but act accordingly. Be motivated even if your confidence is not that high. Show students that you are willing to make this class as meaningful and productive as possible. Set high levels to be achieved by all.

Work ethic: Teachers who lack work ethic are irresponsible. They are not aware that their actions can impact negatively those around them.

How to fix it: Show your students that you are responsible: start class on time. If you need to be absent, give students an explanation. Do not just demand responsibility, but perform it. Do the same thing with co-workers. Set high levels of responsiblities in the classroom so everyone is aware of their actions and the consequences of them.


Overall, I strongly believe that highly effective teachers are those who want to be doing the best all the time. They are willing to sacrifice some habits in order to be an outstanding role model to their students. Please do not be a teacher if you do not want to be one. You'll be damaging the whole education system. If you want to be a teacher, take some classes in order to help you develop some skills and strategies. Finally, do what do with passion. Be willing to always push yourself a step further.

Friends' Ed. Blogs

Kelsey

www.lutherpsych-kelsey.blogspot.com

Trevor

www.ketttr01.blogspot.com

Lauran

www.lauran23.blogspot.com

Emily

www.emilyrasmusson.blogspot.com

More thoughts

The last couple of nights I ended up sleeping around 3-4Am. I just could not fall asleep because something was bugging me: we need more effective education.

I know it sounds like I am trying to convey the message that I am the good guy who's desperately looking for some type of recognition, or something like that (you can draw your own opinion), but I can assure you I am not. However, I am extremely concerned about the education system in my country (Brazil).

Just for your information, Brazil occupies the 76th position in the education ranking (data from Unicef). This information just gives me goosebumps. It is just devastating to hear governors state that our country is getting better economically when only 30% of the population can effectively write, read, and understand. 70% is falling behind - just like in the colonial times.

I watched on youtube a Brazilian documentary that was held in the state of Para - one of the poorest states in Brazil. In fact, this state - like some others - is still run by colonels, who are the rich minority that rules over the big mass of ignorant people. the documentary called "What are schools for?" interviews people from very poor background and ask them what education is for. We obverse different points of view; some of them are hard to be heard. But what kept me awake late those nights was when a very old man gave an interview about education. Although we was very poor, he sounded very upbeat. He stated that he had just learned how to write his name on a paper. He was happy because he thought that from that moment on he would be able to have new opportunities in life. That for sure saddened my heart and I almost left tear roll down my eyes.

People ask me "Why do you want to come back to Brazil after you graduate?" "Life is much better in the USA, why dont you just live there?" In fact, I have had this dilemma for a long time. Nowadays, I am more than sure that I want to go back home and help build education in our public schools. I am proud to be Brazilian and I hate to hear when people say that they hate to be Brazilians - mainly because of corruption. I aggree that our country has a lot to improve, but I would betray myself if I just left those 70% deserted. I try my best to be true to what I believe and I think we all should do things to improve the welfare of all.

Just Some Thoughts...

Although I was not assigned to post this comment, I felt in the mood to do so. One of the things that have been bugging me really hard is the educational hypocrisy: teachers pretend to be teaching, and students pretend to be learning.

Today I would like to discuss a little more students' hipocrisy. I honestly can't stand students who are not themselves in the classroom; students who deliver knowledge, but do not internalize it; students who claim something, but act in a different way. Indeed, for me, this is not learning. Let me give you an example that I witnessed in college. One day in a so and so class, we students were discussing a book that pointed out what responsibilities and respect were. Students came up with some ideas - most of those ideas were very beautifully pleasing to our ears - and from that, the teacher implictly asked us to ponder over our own actions, and how responsibility and respect are performed in our own lives. It seemed like a good lecture. Some days went by and one of the students was eating something and threw the snack bag on the floor, and left - and it was evident that the student was aware of what he/she just did. Interestingly, that was one of the students who proclaimed beautiful words about respect and responsibility in class.

Now I ask myself, "What's going on with our education?" Are we machines or something? Are our students really learning meaningfully? I honestly do not think so. Issues like those intrigue me a lot. For one thing I believe, effective learning demands change in behavior. Let's stop pleasing our teachers (and everyone else) if we do not deliver what we vocalize because one thing is for sure: talk is cheap.

Reflectiveness

In my opinion, most teachers and students find it hard to reflect because reflectiveness demands changes in bahavior. If teachers and students reflect upon what they are doing- or not doing- they are more likely to develop a sense of self-criticism, which is necessary as we humans develop. Therefore, it is important for both teachers and students feel as the others do. For example, a teacher, who persists in teaching dull classes, is avoiding reflectveness because it demands deeper understanding of what his purpose is and how his actions are affecting those around him. Dull classes can affect negatively student's motivation, which might have a lifelong outcome. Likewise, students, who claim that education is not that important, are not only doing harm to their own development, but they are also dragging the whole country development down. For this reason, students must be held accountable for the improvement of a country, community, city, and so on. Students must be reminded of how their actions inflict large mass of people. That's when reflectiveness plays and important role. Everyone must realize that we need to be constantly changing according to diverse needs. Reflectiveness demands a change of behavior and cognition.

Reflection Upon Class Discussion

With regard to what I witnessed last Monday, I would say that little of what I was forced to listen to was pleasant to me. However, there was one very important message I am going to take with me for the rest of my teaching life.

Starting off with the negative side of the discussion, I unfortunately confirmed that things in real life happen similarily to what we performed in class last Monday. In other words, groups are very biased about their own needs. For example, business people are very concerned about what their employees can produce. They primarily look for profits. In the end, there is little or no concern at all about the employees' success. Employees are viewed as tools, which need to be shaped accordingly to function in a particular area. Because money rules, little is done by these business people to improve and develop their employees' skills. You are either in or out. There is no concern about your personal development. Another example is those successful kids' parents. It is very easy for those parents to point out that all kids must develop at the pace their kids do, as if these parents never heard of "diversity". Instead of accusing "unsuccessful" kids of lowering the community quality, these parents should be more empathetic towards those who struggle with learning.

But there was a great message I learned from that discussion. I totally agree that EVERYONE should be held accountable for the children's process of learning. Teachers, parents, business people, principals, neighbors, and so on have a great amount of accountability towards kids' social and cognitive development. NO ONE is entitled to claim that only one group or another influence children's learning. That's when reflectiveness falls heavily on people's shoulders.

Teachers and Enthusiasm

I have had tons of teachers who have made a difference in my life. But I will reserve my time to talk about one exclusively now. His name is Zackyeu, and he was my English teacher for almost 4 years in a private language school.
Zackyeu graduated in a Methodist college, and he became a pastor. Interestingly, English is not his expertise. Zackyeu knows just the basic skills of the language. However, I stuck to his classes for 4 years. Why? He is very enthusuastic about the things he does - especially teaching. He might not have the best language skills (he acknowledges that), but he teaches it in a very exciting way.
Zackyeu actually changed my life when he gave me the first oportunity to teach in one of his classes. He stopped in the middle of the class and asked me to teach for the rest of that class. I felt very awkward and shy. In fact, I turned red. But, after teaching for those 10-20 minutes, I realized that teaching was something I enjoyed. After that experience, I told Zackyeu that I liked teaching. As a consequence, he asked the principals of that private school if I could teach basic English. And that's how I started teaching. I was just 16.
I still keep friendship with Zackyeu. In fact, last summer I taught English at his own language school. He really likes my job, and he always ask me to teach students whenever I go back to Brazil. He says he's willing to make me responsible for his school when I graduate, because he sees in me a second Zackyeu. He is very proud of me, because he saw me grow up as an English learner, and now I am studying where I always wanted to study - in the US.
I can say that Zackyeu was one of the parts of this big engine that made my life work. His smiling face and motivational skills have transformed my file for better, and I could not be more thankful.

Authenticity

How do you know where your limits are for expressing authenticity?

I have experienced my limits for expressing my authenticity. Essentially, context and culture play an important role in the limitation of my authenticity. For instance, as an international student, I have been sensitive to how different cultures shape my authenticity. In Brazil, for example, expressing approval with hugs is very common. In contrast, in the US, there is not much of physical contact. When I volunteered as an English instructor in a college destined to low income students, I would occasionally give my students a hug as a way of being receptive. In fact, I can say that this "tactic" worked, because since none of the students were obliged to take English classes, they remained taking this course for more than a year with me. I have had lots lots of other students, who were studying with other instructors, asking me to switch to my classes, because they had heard I was a very good instructor, and that my students were really learning the subject meaningfully.
On the other hand, when I did ed. 115 last January, I witnessed that there's not much of physical contact between teachers and students. Although that crashes with my authenticity as a person/teacher, I know that it is a matter of culture. I remained more cautious. It was a little hard, because kids (kindergaterners) were so surprised that there was a male teacher around them. Many of them named me "The Rock's brother". I suspect this nickname came because I am tall and bald. Some students would approach me, and would start talking and talking. It seemed as if I was something different in the school. However, as I said, I remainded cautious. I would never touch the students in a way that might have caused any type of trouble to the school.
Another thing that makes me "attractive" to student is my background. I was raised by my grandparents in a very humble community, where opportunities were rare, and illiteracy was high. However, my grandparents always told me that education should be my priority in life, because they said that they did not have an opportunity to study when they were kid (they had to work when they were 11). They always say that they don't want to see me have the hard life they've had without education. Also, they also stressed that poverty was not an excuse for me not to have a decent education. I can say that my grandparents were very concerned about my education. Nowadays, I am example of academic achievement in my community, for I am doing college in the US. (something very far-fatched to think about in our community). Many of the members of my community praise my grandparents for making me capable of reaching such goals. I give myself praise for who I am too. I've always fought for a better education in my life. I have refused colleges, which offered me full scholarship, for they did not go with what I expected from them academically. Now, I am college student in the US with full scholarship.

When I teach my students, I usually tell them a little bit about my story. Fortunately, many of them feel proud of the teacher they have, and most of those students end up saying that they want to be like mem especially in my community. That's why I think I have my own authenticity, which is very unique. I am aware that English skills cannot be compared to a native speaker; however, I make sure I am bringing much more than knowledge to class. I bring my experiences and my values. I do believe that education is the only thing that can change the world. And teaching goes beyond the cognitive world.


Lack of Authenticity in Class


I have had some teachers that were not authentic in class. For me, unauthentic teachers are those who suppress their feelings, or who do not bring any values to class. It is common to see some teachers come into the classroom, open their book, and dictate knowledge. That's what we call boring teachers. I don't mean that teachers need to make the class fun in order to their students learn. I believe that there are times when teachers need to act out accordingly. For example, teachers can't be smiling all the time, when students are feeling terrified.
As I said, teachers need to bring values to classrooms. I remember when I was teaching my college students. One of them said in the middle of my class "The teacher is one of us". That meant a lot to me, because I know the students could have me as someone they could relate to. Fake teachers try to fit in, but they fail to, because they are not being authentic. Even if the teacher comes from a upper class backgroud, there are values he/she can contribute to the classes. He/she should not pretend to be "one of them" if he/she is not. When a teacher is authentic, he/she values him/herself.

Compassion

I define "compassion" as understanding of someone's else emotions.

When I was in 8th grade, I experienced compassion from my English teacher, and I could barely imagine that such experience would change my life.
The story began when my teacher assigned a presentation to be done in small groups. I still remember the subject: explaning"simple past" to the class. I was pretty excited about this presentation, because not only did I like the subject, but we also had to do a written manual to describe how "simple past" is grammatically formed.
As I was the most knowledgeable of English grammar in my group, I was assigned (by the group) to be ahead of most of the work. It was Ok with me, because I really liked that assignment. I almost wrote a book of explanations on that subject. After I was done, I just handed that in to the teacher.
On the presentaion day, my group and I stood in front of the class in order to "teach" what we ad learned about "simple past". Basically, I was the only one to talk and explain things. I felt that I was in control of what I was saying.
However, after lecturing for about 10 minutes, my teacher asked "Is that all?". I replied with a "yes". Then, my teacher said (in a good voice so everyone could listen to what she was saying) "Your written work is very interesting and organized; however, your presentation is a piece of sh*t". After I heard that, all I wanted to do was cry. Then, I just sat down, and put my head on the chair.
At the end of the class, I was feeling so miseable that I approached my teacher, and asked her what was wrong. She explained to me what she was expecting me to say in the presentation. After that, I asked her for one more chance, so I could teach things properly (the way that she wanted it to be). And that was what I did.
In the following week, I presented the same content, but with further information. After the presentation, my teacher said that it was way better than the first time. For this reason, I got an A, especially because I showed to her that I could do better if I wanted to.
After 3 years, the same teacher was responsible for offering me an opportunity to come to the US. It was one opportunity in a million. After doing all the tests and everything, I was selected to represent Brazil in the US. I was the best experience ever. It was like a dream had just come true. Because of this opportunity, I was able to apply to american universities. Now I am a college student with full schorlarship.
What about the teacher? Well, now we are good friends. She brags about me a lot where she teaches, and she says that I am the accomplishment of her life. Also, she always motivated me to do my best because, as she ever states "Poverty cannot be on the way of your academic achievements". I am very thankful, and I really believe that compassion has played an essential role in my life.

Respect In The Classroom

Respect in a classroom is the interaction with people that might or might not be different from us. Socioeconomic distinction , religion, beliefs are some of the elements that differ one student from another. Respect is necessary to keep this chain of diverse individuals together. Respect in a classroom involves solidarity, understanding, and partnership. In class, teachers need to respect students' diversity and include them all in one system. This diversity may include students that have disabilities (any type of disability), different cultures, religions, beliefs and so on. Good teachers foster their students by respecting the diverse ways students develope themselves. the lack of respect might result in misunderstanding, inequality and misbehavior in the classroom. Such elements might affect the relationship of a students towards the community in the future, affecting macrosystems. If a child does not develop respect in his/her early years, respect might get harder to be acquired as the student gets older. Students who respect are more likely to tolerate differences, develope a sense of cooperation, socialize better, and value others' opnion then their own.
respect in a classroom is best established when the teacher highlights that every student is special in his/her own way, therefore, every student must be respected. Also, the importance of setting roles in classroom is important. For example, a teacher should define that he/she is the one in charge of the class, and the students should respect that status. Students should also realize that they have the student-role. that is, boundaries must be built in order to identify different roles in a classroom.
Teachers also must adapt his routine to students' needs. This is a case of respect where the teacher compromise his/her welfare in order to help who are more in need.

Respect

How do I define respect?

Respect can be defined as a combination of actions that aim at reciprocal welfare. By respecting others, we might have to compromise, because we should be willing to identfy and take others' needs into consideration before making the final statement. We tend to respect people and things we value. People value different things. However, we all have a common ground. Therefore, we must respect everyone. Respect comes from our family, and our personal values. Our values might change as we get more mature. Respect is not sonely about acceptance. It is more than that. Respect is the ability to manage differences and diversity. Respect is reciprocal, so it must be performed by the two sides. Respect is an observational process. We need to viualize and feel how respect is performed in order to deliver it.