What Is The Teacher's Role In Supporting Learning And Improv

What Is The Teachers Role In Supporting Learning Improving Planning

What is the teacher’s role in supporting learning, improving planning and practice, upholding professional expectations, and collaboratively advancing the profession? What Professional Dispositions of Learners do you currently possess that will make you a successful teacher? What dispositions do you need to work on before you enter or continue to work the classroom as a teacher? What effect could personal biases have on teaching and learning? According to the expectations of the profession, how should biases be taken into perspective? Reflecting on your own professional dispositions of learners related to education, explain how you will uphold and adhere to academic and professional integrity as a current teacher candidate, or as a future teacher. Support with 2-3 resources.

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The role of a teacher extends beyond mere dissemination of knowledge; it encompasses supporting student learning, continuously improving planning and teaching practice, upholding professional expectations, and collaborating with colleagues to advance educational standards. Effective teachers prioritize fostering an inclusive and engaging learning environment that adapts tostudents' diverse needs, involves proactive planning, and remains committed to professional growth.

Supporting learning requires teachers to employ a variety of instructional strategies tailored to students' individual learning styles and abilities. According to Hattie (2009), formative assessment and feedback are critical components that allow teachers to adjust their instruction to maximize student achievement. Teachers must also engage in reflective practice, evaluating the effectiveness of their lessons and seeking professional development opportunities to improve their planning and instructional methods continuously. This iterative process ensures that teaching remains responsive to student needs and aligned with evolving educational standards.

Upholding professional expectations involves adhering to ethical standards, maintaining integrity, and demonstrating respect for students, colleagues, and the broader community. Teachers serve as role models, exemplifying professionalism through punctuality, preparedness, and ethical decision-making. Collaboraion with colleagues fosters a culture of shared responsibility, enabling educators to exchange feedback, develop best practices, and promote a collaborative approach to addressing classroom challenges (Darling-Hammond & McLaughlin, 1995). Such collegiality enhances the overall quality of education and supports continuous improvement.

Success as a teacher is also rooted in the possession of positive professional dispositions. These include patience, empathy, resilience, adaptability, and a commitment to equity. Reflecting on personal dispositions, I recognize that my empathy and patience are strong assets that facilitate building trusting relationships with students. These qualities enable me to create a supportive classroom environment conducive to learning. However, I acknowledge the need to develop greater cultural awareness and sensitivity to better serve diverse learners. Developing this inclination will ensure that I can address biases and promote inclusivity effectively.

Personal biases can significantly impact teaching and learning by influencing interactions and decision-making processes, potentially leading to favoritism or unfair treatment. Unrecognized biases can diminish students' sense of belonging and negatively influence their academic self-efficacy. According to Dovidio, Gaertner, and Saguy (2009), awareness and self-reflection are essential steps in mitigating biases. As educators, it is essential to view biases through the lens of professional standards, remaining committed to fairness, equity, and respect for all students regardless of background.

Upholding academic and professional integrity involves demonstrating honesty, accountability, and fairness in all aspects of teaching. It includes accurately representing students’ work, giving proper attribution for sources, and maintaining transparency with students and colleagues. As a future teacher, I will uphold these principles by adhering to ethical codes outlined by professional organizations such as the National Education Association (NEA) and the American Association of Colleges for Teacher Education (AACTE). Maintaining integrity fosters a trusting classroom environment and demonstrates commitment to ethical teaching practices.

In conclusion, teachers play a vital role in supporting student learning through effective planning, engagement, and collaboration. Developing and maintaining positive professional dispositions and actively addressing personal biases are crucial for fostering equitable and inclusive classrooms. Upholding academic and professional integrity is fundamental to nurturing a trustworthy and ethical learning environment, ultimately ensuring that all students have access to quality education rooted in fairness and respect.

References

• Darling-Hammond, L., & McLaughlin, M. W. (1995). Policies that support professional development in an era of reform. Phi Delta Kappan, 76(8), 597–604.
• Dovidio, J. F., Gaertner, S. L., & Saguy, T. (2009). Discrimination and Intergroup Biases. In S. T. Fiske, D. T. Gilbert, & G. Lindzey (Eds.), The Handbook of Social Psychology (pp. 561–588). Wiley.
• Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
• National Education Association. (n.d.). Ethical standards for teachers. Retrieved from https://www.nea.org
• American Association of Colleges for Teacher Education. (2018). Accountability and professional ethics. Retrieved from https://www.aacte.org
• Schunk, D. H. (2012). Learning theories: An educational perspective. Pearson.
• Ladson-Billings, G. (1994). The dreamkeepers: Successful teachers of African American children. Jossey-Bass.
• Van Manen, M. (1990). Researching lived experience: Human science for an action sensitive pedagogy. State University of New York Press.
• Zeichner, K., & Liston, D. (2013). Reflective teaching: An introduction. Routledge.
• Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.