DispositionsDispositions

Qualities of My Favorite TeacherQualities of My Favorite Teacher

A ChallengeA Challenge

Within the next decade over 2.4 million Within the next decade over 2.4 million new teachers will be needed in the new teachers will be needed in the nation’s schools. nation’s schools.

The recruitment, selection and The recruitment, selection and preparation of these new educators preparation of these new educators offer monumental challenges and also offer monumental challenges and also the greatest opportunity for improving the greatest opportunity for improving the quality of education received by our the quality of education received by our nation’s youthnation’s youth

Quality TeachersQuality Teachers Recently it has become clear that the quality Recently it has become clear that the quality

of the education our children receive depends of the education our children receive depends directly upon the quality of the teachers in our directly upon the quality of the teachers in our schools. schools.

Parents, teachers, educators, and Parents, teachers, educators, and researchers agree that effective teaching researchers agree that effective teaching happens when the teachers thoroughly know happens when the teachers thoroughly know their subjects, have significant teaching skills, their subjects, have significant teaching skills, and possess dispositions that foster growth and possess dispositions that foster growth and learning in students. and learning in students. 

Leave out any one of these and learning Leave out any one of these and learning which is essential to a productive and which is essential to a productive and meaningful life will not occur. meaningful life will not occur.

The National Network for the Study of The National Network for the Study of Educator DispositionsEducator Dispositions

One of the most pressing current problems in One of the most pressing current problems in the preparation of future educators-the preparation of future educators-– defining and measuring the dispositions defining and measuring the dispositions

associated with educator effectiveness and associated with educator effectiveness and – integrating them into the recruitment, admissions integrating them into the recruitment, admissions

and training programs for future educators. and training programs for future educators.

To accomplish this, we have created the To accomplish this, we have created the National Network for the Study of Educator National Network for the Study of Educator Dispositions (NNSED).  Dispositions (NNSED). 

Difficult SituationDifficult Situation

One of the most difficult situations faced by One of the most difficult situations faced by teacher educators is encountering students teacher educators is encountering students who clearly lack the dispositions necessary to who clearly lack the dispositions necessary to be successful educators but meet all other be successful educators but meet all other requirements. requirements.

Allowing people to invest years and significant Allowing people to invest years and significant resources preparing for a career for which they resources preparing for a career for which they discover they are ill suited is a tragedy eclipsed discover they are ill suited is a tragedy eclipsed only by the possibility of them entering the only by the possibility of them entering the profession and negatively impacting kids over profession and negatively impacting kids over the course of a 25 year career. the course of a 25 year career.

Adequate ToolsAdequate Tools When polled, most teacher educators will When polled, most teacher educators will

admit that they recognized the “dispositional admit that they recognized the “dispositional mismatch” of some students very early but did mismatch” of some students very early but did not have the tools to adequately counsel them not have the tools to adequately counsel them out of the program or deny them admission. out of the program or deny them admission.

In the ideal setting, people considering a In the ideal setting, people considering a career in education should be provided with career in education should be provided with an opportunity to make self-assessments an opportunity to make self-assessments about their “dispositional fit” followed by about their “dispositional fit” followed by mentoring and guided reflections with mentoring and guided reflections with education advisors culminating with the education advisors culminating with the requirement that the students provide requirement that the students provide evidence of meeting the required dispositions evidence of meeting the required dispositions prior to formal admission to the program. prior to formal admission to the program.

ResponsibilityResponsibility

Ultimately, teacher educators have an ethical Ultimately, teacher educators have an ethical responsibility to encourage and admit responsibility to encourage and admit candidates who have the dispositions that will candidates who have the dispositions that will foster growth and learning in students and not foster growth and learning in students and not to admit those who cannot demonstrate that to admit those who cannot demonstrate that they posses the needed dispositions. they posses the needed dispositions.

To address the ethical and legal concerns To address the ethical and legal concerns teacher educators must have a research-based teacher educators must have a research-based rationale for the dispositions-related outcomes rationale for the dispositions-related outcomes of candidates and graduates as well as a of candidates and graduates as well as a methodology by which to assess these methodology by which to assess these outcomes.  outcomes. 

National ConcernNational Concern

Recently, we have seen renewed attention Recently, we have seen renewed attention given to teacher “dispositions,” as exhibited given to teacher “dispositions,” as exhibited by the National Council for the by the National Council for the Accreditation of Teacher Educators 2000 Accreditation of Teacher Educators 2000 Standards as well as the National Board for Standards as well as the National Board for Professional Teaching Standards (1998). Professional Teaching Standards (1998).

Teacher educators aren’t the only ones Teacher educators aren’t the only ones concerned about dispositions.concerned about dispositions.

ResearchResearch

Fortunately, there are both a theoretical Fortunately, there are both a theoretical basis for describing the dispositions of basis for describing the dispositions of effective educators and tools by which effective educators and tools by which disposition can be assessed.  disposition can be assessed. 

Early Work: CombsEarly Work: Combs

Over the course of 40 years, Arthur W. Combs Over the course of 40 years, Arthur W. Combs and others investigated the dispositions and others investigated the dispositions (Combs called them “perceptions”) of effective (Combs called them “perceptions”) of effective helping professionals. helping professionals.

These researchers pioneered the use of high-These researchers pioneered the use of high-inference research tools for making accurate inference research tools for making accurate assessments of dispositions. assessments of dispositions.

Numerous studies support the view that Numerous studies support the view that effective educators have dispositions about effective educators have dispositions about themselves, students, and the task of themselves, students, and the task of teaching that can distinguish them from teaching that can distinguish them from ineffective educators. ineffective educators.

  Dispositions: Just What Are Dispositions: Just What Are

Talking About?Talking About? Dispositions are often defined as the Dispositions are often defined as the

personal qualities or characteristics that are personal qualities or characteristics that are possessed by individuals, includingpossessed by individuals, including– attitudes, attitudes, – beliefs, beliefs, – interests, interests, – appreciations, appreciations, – values, and values, and – modes of adjustment. modes of adjustment.

Impact on Student LearningImpact on Student Learning

Not surprisingly, there is a significant body Not surprisingly, there is a significant body of research indicating that teachers’ of research indicating that teachers’ attitudes, values, and beliefs about students, attitudes, values, and beliefs about students, about teaching, and about themselves, about teaching, and about themselves, strongly influence the impact they will have strongly influence the impact they will have on student learning and development on student learning and development (Collinson, et. al., 1999 and Combs, 1974). (Collinson, et. al., 1999 and Combs, 1974).

The LiteratureThe Literature

During the past several decades, there have been During the past several decades, there have been many studies conducted to determine or identify many studies conducted to determine or identify the characteristics of effective teachers. the characteristics of effective teachers.

These studies usually focused on some aspect of These studies usually focused on some aspect of teacher knowledge, pedagogical skills, and/or teacher knowledge, pedagogical skills, and/or dispositions. dispositions.

It is the our contention (backed up by the NCATE It is the our contention (backed up by the NCATE 2000 Standards, no less) that effective teaching is 2000 Standards, no less) that effective teaching is the intersection of all three of these. the intersection of all three of these.

In Effective Teaching: Observations from ResearchIn Effective Teaching: Observations from Research In Effective Teaching: Observations from Research, In Effective Teaching: Observations from Research,

Demmon-Berger (1986) presented 15 characteristics and Demmon-Berger (1986) presented 15 characteristics and techniques that were found among effective teachers. techniques that were found among effective teachers.

The characteristics included:The characteristics included: – strong grasp of subject matter, strong grasp of subject matter, – use of systematic instruction techniques, use of systematic instruction techniques, – high expectations of students and themselves,high expectations of students and themselves,– willingness to tailor teaching to students’ needs, willingness to tailor teaching to students’ needs, – belief in their own efficacy, belief in their own efficacy, – use of varied teaching strategies, use of varied teaching strategies, – use of preventative discipline, use of preventative discipline, – caring, caring, – use of a democratic approach, use of a democratic approach, – task oriented, task oriented, – concerned with perceptual meanings rather than facts and events, concerned with perceptual meanings rather than facts and events, – comfortable interactions with others, good management skills, comfortable interactions with others, good management skills, – accessibility to students outside of class, and accessibility to students outside of class, and – flexibility and imagination. flexibility and imagination.

Agreement with Other ResearchAgreement with Other Research Leithwood (1990) and Reiman and Thies-Leithwood (1990) and Reiman and Thies-

Sprinthall’s (1998) analysis of research found that Sprinthall’s (1998) analysis of research found that teachers at the highest levels of professional teachers at the highest levels of professional expertise and psychological development wereexpertise and psychological development were– reflective; reflective; – capable of understanding the assumptions, beliefs, and capable of understanding the assumptions, beliefs, and

values behind choices; values behind choices; – capable of balancing the student’s intellectual capable of balancing the student’s intellectual

achievements and interpersonal learning in the achievements and interpersonal learning in the classroom; classroom;

– able to use a collaborative approach with students to able to use a collaborative approach with students to control the classroom; and control the classroom; and

– able to encourage creativity and flexibility to create able to encourage creativity and flexibility to create interactive classrooms.interactive classrooms.

Effective Teacher QualitiesEffective Teacher Qualities

Good and Brophy (1994) described Good and Brophy (1994) described effective teachers as ones who effective teachers as ones who

set high, realistic goals, set high, realistic goals, presented information in ways to meet presented information in ways to meet

student needs, student needs, monitored student progress, and monitored student progress, and provided opportunities for students to apply provided opportunities for students to apply

what they had learned. what they had learned.

CaringCaring

Effective teachers were described by Cotton Effective teachers were described by Cotton (1995) as those who had clear standards for (1995) as those who had clear standards for classroom behavior, clear and focused instruction, classroom behavior, clear and focused instruction, used effective questioning techniques, provided used effective questioning techniques, provided feedback, and used a variety of assessment feedback, and used a variety of assessment strategies. strategies.

In addition, Cotton described effective teachers as In addition, Cotton described effective teachers as those who had positive interactions with their those who had positive interactions with their students and who were caring.students and who were caring.

What Teachers SaidWhat Teachers Said In 1996, Collinson asked exemplary teachers to In 1996, Collinson asked exemplary teachers to

identify the characteristics of effective teachers. identify the characteristics of effective teachers. The teachers talked about the professional The teachers talked about the professional

knowledge, the interpersonal knowledge, and the knowledge, the interpersonal knowledge, and the intrapersonal knowledge possessed by effective intrapersonal knowledge possessed by effective teachers. teachers.

When talking of intrapersonal knowledge, the When talking of intrapersonal knowledge, the exemplary teachers consistently mentioned that exemplary teachers consistently mentioned that effective teachers were involved in continuous effective teachers were involved in continuous learning, were reflective, had an ethic of caring, learning, were reflective, had an ethic of caring, and displayed a strong work ethic. and displayed a strong work ethic.

Teachers IdeasTeachers Ideas The descriptions for a disposition toward The descriptions for a disposition toward

continuous learning included curiosity, creativity, continuous learning included curiosity, creativity, and flexibility. and flexibility.

When referring to an ethic of care, the exemplary When referring to an ethic of care, the exemplary teachers talked of teachers talked of – the display of care and compassion, the display of care and compassion, – respect of self and others, and respect of self and others, and – courage. courage.

They used words such as, They used words such as, – pride of effort, pride of effort, – dedication, and dedication, and – doing one’s best, when describing the work ethic of an doing one’s best, when describing the work ethic of an

effective teacher.effective teacher.

Strong RelationshipsStrong Relationships

Wubbels, Levy, and Brekelmans (1997) suggested Wubbels, Levy, and Brekelmans (1997) suggested that effective teachers have strong student-teacher that effective teachers have strong student-teacher relationships. relationships.

They identified effective teachers as those who They identified effective teachers as those who allow students freedom and give them allow students freedom and give them responsibility and who are skilled in analyzing responsibility and who are skilled in analyzing student’s needs and in meeting those needs. student’s needs and in meeting those needs.

They saw the effective teacher as empathetic, but They saw the effective teacher as empathetic, but in control.in control.

Unique Human BeingsUnique Human Beings

Combs (1974) researched the notion that the Combs (1974) researched the notion that the effective teacher is “a unique human being who effective teacher is “a unique human being who has learned to use him/herself effectively and has learned to use him/herself effectively and efficiently to carry out his/her own and society’s efficiently to carry out his/her own and society’s purpose in the education of others.” purpose in the education of others.”

More than fifteen studies conducted at the More than fifteen studies conducted at the University of Florida (The Florida Studies University of Florida (The Florida Studies Dissertations) and the University of Northern Dissertations) and the University of Northern Colorado support the view that effective teachers Colorado support the view that effective teachers have similar perceptions (dispositions) about have similar perceptions (dispositions) about themselves, students, and the task of teaching. themselves, students, and the task of teaching.

Necessary QualitiesNecessary Qualities

Combs (1975) includes the following as necessary Combs (1975) includes the following as necessary for effective teaching: for effective teaching:

1. perceptions of self as able, positive, and 1. perceptions of self as able, positive, and identified with diverse groups; identified with diverse groups;

2. perceptions of others as able, dependable, and 2. perceptions of others as able, dependable, and worthy; worthy;

3. perceptions of the purpose of education as 3. perceptions of the purpose of education as freeing, self revealing, and larger; and freeing, self revealing, and larger; and

4. a frame of reference that is people oriented, 4. a frame of reference that is people oriented, open, and focusing on personal meaning. open, and focusing on personal meaning.

Perceptual Factors ImportantPerceptual Factors Important

Furthermore, Combs found that perceptual factors Furthermore, Combs found that perceptual factors could distinguish between effective and could distinguish between effective and ineffective teachers. ineffective teachers.

In these studies, teacher effectiveness was In these studies, teacher effectiveness was determined in many ways - evaluation of teachers determined in many ways - evaluation of teachers by pupils, by peers, by administrators, teachers by pupils, by peers, by administrators, teachers who won national honors for their outstanding who won national honors for their outstanding teaching, and even by student product outcomes teaching, and even by student product outcomes (test scores on achievement tests).(test scores on achievement tests).

ProblemProblem

The research findings on dispositions related to The research findings on dispositions related to effective teaching were sufficiently compelling to effective teaching were sufficiently compelling to call for their inclusion in new national standards call for their inclusion in new national standards (NCATE & NBPT). (NCATE & NBPT).

However, there is no consensus about which However, there is no consensus about which dispositions are necessary or how they might be dispositions are necessary or how they might be used for selecting and educating teachers, used for selecting and educating teachers, primarily due to the difficulty encountered in primarily due to the difficulty encountered in assessing them.assessing them.

  Assessing DispositionsAssessing Dispositions

Just as teacher educators have become more Just as teacher educators have become more comfortable assessing the knowledge and comfortable assessing the knowledge and pedagogical skills of preservice teachers, pedagogical skills of preservice teachers, they are now being called upon to assess they are now being called upon to assess dispositions. dispositions.

Portfolios, observations, and standardized Portfolios, observations, and standardized tests have been routinely used to assess the tests have been routinely used to assess the preservice teachers.preservice teachers.

The Journal ApproachThe Journal Approach

Several approaches have been suggested for Several approaches have been suggested for assessment of disposition.assessment of disposition.

Wilson and Cameron (1996) used unstructured Wilson and Cameron (1996) used unstructured student teacher journals to assess the student student teacher journals to assess the student teachers’ perceptions. teachers’ perceptions.

Journals were used because they offered a broad Journals were used because they offered a broad spectrum of insights. spectrum of insights.

The journals helped to “provide contextual The journals helped to “provide contextual understanding and an insight into the thinking understanding and an insight into the thinking which underpins many of the perceptions” held by which underpins many of the perceptions” held by the preservice teachers. the preservice teachers. 

ObservationObservation

In studies conducted by Combs and others, In studies conducted by Combs and others, high inference, clinical assessments were high inference, clinical assessments were used to observe teachers and “read behavior used to observe teachers and “read behavior backwards” to the underlying perceptions. backwards” to the underlying perceptions.

Very high levels of inter rater reliability Very high levels of inter rater reliability were obtained when raters were trained with were obtained when raters were trained with perceptual “rubrics” that were then applied perceptual “rubrics” that were then applied to classroom observations, written human to classroom observations, written human relations incidents (HRI), and interviews. relations incidents (HRI), and interviews.

Observation DrawbackObservation Drawback

The major drawback to the use of this The major drawback to the use of this technique in teacher selection and education technique in teacher selection and education was the necessity for individual, first-hand was the necessity for individual, first-hand training by Combs in the inference skill training by Combs in the inference skill needed to make judgments about perceptual needed to make judgments about perceptual orientation.orientation.

Perceptual ScalesPerceptual Scales

Wasicsko (1977) developed and tested self-Wasicsko (1977) developed and tested self-instructional materials for use in selecting teachers instructional materials for use in selecting teachers using perceptual scales. using perceptual scales.

School superintendents completing the self-School superintendents completing the self-instructional materials were found to be able to instructional materials were found to be able to make reliable perceptual assessments of teachers make reliable perceptual assessments of teachers and teacher candidates on the Perceptual Rating and teacher candidates on the Perceptual Rating Scale below (effective teacher’s perceptions are Scale below (effective teacher’s perceptions are listed on the left, ineffective teachers on the right).listed on the left, ineffective teachers on the right).

PERCEPTIONS OF SELF:PERCEPTIONS OF SELF:

One scale used to assess dispositions One scale used to assess dispositions Wasicsko named “Perception of Self.”Wasicsko named “Perception of Self.”

IDENTIFIEDIDENTIFIED The teacher feels a oneness with all The teacher feels a oneness with all

mankind.mankind. He/she perceives him/herself as deeply and He/she perceives him/herself as deeply and

meaningfully related to persons of every meaningfully related to persons of every description. description.

Being in the WorldBeing in the World

Does the preservice teacher relate to others Does the preservice teacher relate to others or do they write about or discuss life or do they write about or discuss life experiences that show them as experiences that show them as “unidentified.”“unidentified.”

UNIDENTIFIEDUNIDENTIFIED The teacher feels generally apart from The teacher feels generally apart from

others.others. His/her feelings of oneness are restricted to His/her feelings of oneness are restricted to

those of similar beliefs.those of similar beliefs.

  PERCEPTIONS OF OTHERS:PERCEPTIONS OF OTHERS:

Another area of assessment relates to the Another area of assessment relates to the preservice teacher’s perception of other preservice teacher’s perception of other people.people.

We see others as being capable or not being We see others as being capable or not being capable.capable.

ABLEABLE

The teacher sees others as having capacities The teacher sees others as having capacities to deal with their problems. to deal with their problems.

He/she believes others are basically able to He/she believes others are basically able to find adequate solutions to events in their find adequate solutions to events in their own lives.own lives.

UNABLEUNABLE

The teacher sees others as lacking the The teacher sees others as lacking the necessary capacities to deal effectively with necessary capacities to deal effectively with their problems.their problems.

He/she doubts their ability to make their He/she doubts their ability to make their own decisions and run their own lives.own decisions and run their own lives.

Sense of PurposeSense of Purpose

Why are we here?Why are we here? Are we here just to promote ourselves?Are we here just to promote ourselves? Are we here to enhance the world and those Are we here to enhance the world and those

in it?in it? A third area of assessment deals with this.A third area of assessment deals with this.

PERCEPTION OF PURPOSE:PERCEPTION OF PURPOSE:LARGERLARGER

The teacher views events in a broad The teacher views events in a broad perspective.perspective.

His/her goals extend beyond the immediate His/her goals extend beyond the immediate to larger implications and contexts.to larger implications and contexts.

PERCEPTION OF PURPOSE:PERCEPTION OF PURPOSE:SmallerSmaller

SMALLERSMALLER The teacher views events in a narrow The teacher views events in a narrow

perspective. perspective. His/her purposes focus on immediate and His/her purposes focus on immediate and

specific goals.specific goals.

Fourth Assessment AreaFourth Assessment Area

Are the preservice teachers more interested Are the preservice teachers more interested in the welfare of people or in order and in the welfare of people or in order and things?things?

FRAME OF REFERENCE:FRAME OF REFERENCE:

PEOPLEPEOPLE The teacher is concerned with the human The teacher is concerned with the human

aspects of affairs. aspects of affairs. The attitudes, feelings, beliefs, and welfare The attitudes, feelings, beliefs, and welfare

of persons are prime considerations in of persons are prime considerations in his/her thinking.his/her thinking.

THINGSTHINGS

The teacher is concerned with the The teacher is concerned with the impersonal aspects of affairs. impersonal aspects of affairs.

Questions of order, management, Questions of order, management, mechanics, and details of things and events mechanics, and details of things and events are prime considerations in his/her thinking.are prime considerations in his/her thinking.

RubricRubric

This rubric for assessing dispositions is This rubric for assessing dispositions is being used in a variety of settings at Eastern being used in a variety of settings at Eastern Kentucky University.Kentucky University.

It is used in classes, in interviewing It is used in classes, in interviewing candidates for positions in the College of candidates for positions in the College of Education, and in interviewing candidates Education, and in interviewing candidates for an alternative certification program.for an alternative certification program.

Not only do we want to assess dispositions, Not only do we want to assess dispositions, we also want to change them in some cases.we also want to change them in some cases.

Changing DispositionsChanging Dispositions

It is not enough to know how we perceive.It is not enough to know how we perceive. That is but the first step (albeit an important That is but the first step (albeit an important

step) in the journey toward becoming an step) in the journey toward becoming an effective teacher. effective teacher.

It is also essential to think of ways to It is also essential to think of ways to change and improve dispositions or change and improve dispositions or perceptions of teachers-in-training and perceptions of teachers-in-training and inservice teachers.inservice teachers.

Transmission of Teacher Transmission of Teacher DispositionsDispositions

Powers (1999) stated that, “dispositions outlined in Powers (1999) stated that, “dispositions outlined in the various standards are dispositions that could be the various standards are dispositions that could be ‘taught’ to students.” ‘taught’ to students.”

She also suggested an alternative to teaching She also suggested an alternative to teaching dispositions. dispositions.

Her suggestion was that students could be made Her suggestion was that students could be made more aware of appropriate dispositions and helped more aware of appropriate dispositions and helped to adopt them. to adopt them.

She suggested that preservice teachers could be She suggested that preservice teachers could be placed in situations that bring them into social placed in situations that bring them into social contact with teachers exhibiting appropriate contact with teachers exhibiting appropriate dispositions.dispositions.

DiscussionsDiscussions

Dispositions of effective teachers have been Dispositions of effective teachers have been introduced to education students in Iowa introduced to education students in Iowa colleges.colleges.

All teacher education majors graduating All teacher education majors graduating from Iowa colleges are required to have from Iowa colleges are required to have human relations training, which includes at human relations training, which includes at least a discussion of dispositions of least a discussion of dispositions of effective teachers (Stahlhut & Hawkes, effective teachers (Stahlhut & Hawkes, 1994). 1994).

Human Relations CourseHuman Relations Course The University of Northern Iowa and other Iowa The University of Northern Iowa and other Iowa

colleges require their preservice teachers to take a colleges require their preservice teachers to take a human relations course in conjunction with their human relations course in conjunction with their full semester student teaching experience. full semester student teaching experience.

This course at the University of Northern Iowa has This course at the University of Northern Iowa has two major goals: two major goals: – (1) to confront individuals with experiences designed to (1) to confront individuals with experiences designed to

create an awareness of biases, attitudes, and beliefs and create an awareness of biases, attitudes, and beliefs and to create awareness of the degree of congruency to create awareness of the degree of congruency between stated beliefs and actual behavior; and between stated beliefs and actual behavior; and (2) (2) to internalize and translate such awareness into actions to internalize and translate such awareness into actions which result in more positive relationships within the which result in more positive relationships within the teaching/learning environment.teaching/learning environment.

Teacher WorkshopsTeacher Workshops In attempting to improve dispositions or In attempting to improve dispositions or

perceptions a Teacher Effectiveness training perceptions a Teacher Effectiveness training model, which consisted of a series of intensive, model, which consisted of a series of intensive, one-week workshops, was offered to elementary one-week workshops, was offered to elementary and secondary classroom teachers. and secondary classroom teachers.

Percy (1990) found that the teacher effectiveness Percy (1990) found that the teacher effectiveness training enhanced both teachers’ attitudes toward training enhanced both teachers’ attitudes toward children and selected teacher behaviors associated children and selected teacher behaviors associated with effective teaching. with effective teaching.

The training resulted in a significant increase in the The training resulted in a significant increase in the teacher’s attitudes toward children and teacher’s teacher’s attitudes toward children and teacher’s ability to listen empathically and confront ability to listen empathically and confront appropriately. appropriately.

Encouraging Preservice Teachers Encouraging Preservice Teachers to Understand Student Diversityto Understand Student Diversity

Kemp (1994) asked preservice teachers, Kemp (1994) asked preservice teachers, who were assigned to observe in public who were assigned to observe in public high schools, to focus on how issues of high schools, to focus on how issues of cultural diversity were handled. cultural diversity were handled.

Following their observations, they were Following their observations, they were asked to reflect and to analyze their asked to reflect and to analyze their reflections. reflections.

AnalysisAnalysis

Ten sets of reflections were selected and analyzed. Ten sets of reflections were selected and analyzed. Most of the preservice teachers whose reflections Most of the preservice teachers whose reflections were analyzed exhibited an understanding of the were analyzed exhibited an understanding of the following: following:

(1) more than academics occur in the classroom, (1) more than academics occur in the classroom, (2) students bring a variety of realities to the (2) students bring a variety of realities to the

classroom, classroom, (3) the classroom is a training center for how (3) the classroom is a training center for how

students will function in the larger society, and students will function in the larger society, and (4) just as prejudice can be learned, so can (4) just as prejudice can be learned, so can

cooperation and conflict resolution.cooperation and conflict resolution.

At Eastern Kentucky UniversityAt Eastern Kentucky University

In Becoming a Teacher: A Personal Journey, a In Becoming a Teacher: A Personal Journey, a workbook to be used in introductory education workbook to be used in introductory education courses, Wasicsko (2000 pre publication) applies courses, Wasicsko (2000 pre publication) applies the research on perceptions of effective teachers to the research on perceptions of effective teachers to assist students in self-assessment of disposition. assist students in self-assessment of disposition.

Through the use of human relations incidents and Through the use of human relations incidents and a favorite teacher essay, students are assisted in a favorite teacher essay, students are assisted in reflecting on their perceptions and attempting to reflecting on their perceptions and attempting to determine if a career in teaching is a good match determine if a career in teaching is a good match for them. for them.

Human Relation ExercisesHuman Relation Exercises

One exercise that One exercise that the Personal Journeythe Personal Journey workshop includes is an exercise about workshop includes is an exercise about one’s favorite teacher.one’s favorite teacher.

There is a lot that has been said about There is a lot that has been said about favorite teachers.favorite teachers.

In class discussions, characteristics of In class discussions, characteristics of favorite teachers can be listed.favorite teachers can be listed.

CharacteristicsCharacteristicsCaringCaring WarmWarm HelpfulHelpful

FunFun GenuineGenuine EnthusiasticEnthusiasticKnowledgeableKnowledgeable ResponsibleResponsible SharingSharing

CommittedCommitted EnergeticEnergetic PositivePositive

FriendlyFriendly EnjoyableEnjoyable LivelyLively

HumorousHumorous InterestingInteresting InteractiveInteractive

KindKind GoodGood MoralMoral

EnhancingEnhancing ProtectiveProtective AcceptingAccepting

StableStable EffectiveEffective EfficientEfficientUnderstandingUnderstanding EmbracingEmbracing Well-InformedWell-Informed

Student RemarksStudent Remarks

Students can make statements about Students can make statements about favorite teachers that are revealing.favorite teachers that are revealing.

Dispositions are revealed.Dispositions are revealed.

Statements About Favorite Statements About Favorite TeachersTeachers

He really enjoyed teaching and cared about He really enjoyed teaching and cared about students.students.

She looked for the good in each of us.She looked for the good in each of us. He could teach something and make it fun.He could teach something and make it fun. She held our interest with her lively, humorous She held our interest with her lively, humorous

manner and her thorough knowledge of the manner and her thorough knowledge of the subject.subject.

He believed in me.He believed in me. She challenged us.She challenged us. He saw us as unique and treated us with respect.He saw us as unique and treated us with respect.

Good TeachersGood Teachers

Good teachers embrace learning rather than Good teachers embrace learning rather than teaching.teaching.

After all, give a man a fish and he will eat After all, give a man a fish and he will eat for a day. Teach a man to fish,for a day. Teach a man to fish,

and he will sit in a boat and drink beer all and he will sit in a boat and drink beer all day. day.

Good Teachers Good Teachers

Identify with othersIdentify with others See others as ableSee others as able Views events in a broad perspectiveViews events in a broad perspective Is concerned with the human aspect of Is concerned with the human aspect of

affairsaffairs

Good Teachers Model Good Good Teachers Model Good BehaviorBehavior

You express what you value by what you You express what you value by what you do, NOT by what you say.do, NOT by what you say.

Value…what you see in studentsValue…what you see in students– ……what you see in parentswhat you see in parents– … … what you see in each otherwhat you see in each other– ……will depend on what you look for.will depend on what you look for.

CategoriesCategories

The best teachers treated students as able The best teachers treated students as able and worthy human beings and as capable and worthy human beings and as capable learners.learners.

The best teachers made learning meaningful The best teachers made learning meaningful and fun.and fun.

The best teachers were knowledgeable The best teachers were knowledgeable about and genuinely interested in what they about and genuinely interested in what they were teaching.were teaching.

– Mark WasicskoMark Wasicsko

Students Introduction: The Students Introduction: The Dispositions RubricDispositions Rubric

After students discuss their favorite After students discuss their favorite teachers, they can be introduced to the teachers, they can be introduced to the dispositions rubric to see how the dispositions rubric to see how the characteristics of their favorite teachers fit a characteristics of their favorite teachers fit a model of an effective person and an model of an effective person and an effective teacher.effective teacher.

They cover the following material:They cover the following material:

PerceptionsPerceptions

Perceptions are the way we see ourselves, Perceptions are the way we see ourselves, others, and the world in which we live. others, and the world in which we live. Good teacher characteristics fall into four Good teacher characteristics fall into four areas:areas:

Perception of SelfPerception of Self Perception of OthersPerception of Others Perception of PurposePerception of Purpose Frame of ReferenceFrame of Reference

PERCEPTIONS OF SELFPERCEPTIONS OF SELF

IDENTIFIEDIDENTIFIED The teacher feels a oneness with all The teacher feels a oneness with all

mankind. mankind. He/she perceives him/herself as deeply and He/she perceives him/herself as deeply and

meaningfully related to persons of every meaningfully related to persons of every description.description.

Characteristics: Perception of Characteristics: Perception of SelfSelf

GenuineGenuine ResponsibleResponsible SharingSharing CommittedCommitted FriendlyFriendly InteractiveInteractive AcceptingAccepting UnderstandingUnderstanding

PERCEPTIONS OF SELFPERCEPTIONS OF SELF

UNIDENTIFIEDUNIDENTIFIED The teacher feels generally apart from The teacher feels generally apart from

others. others. His/her feelings of oneness are restricted to His/her feelings of oneness are restricted to

those of similar beliefs.those of similar beliefs.

PERCEPTIONS OF OTHERS:PERCEPTIONS OF OTHERS:

ABLEABLE The teacher sees others as having capacities The teacher sees others as having capacities

to deal with their problems. to deal with their problems. He/she believes others are basically able to He/she believes others are basically able to

find adequate solutions to events in their find adequate solutions to events in their own lives.own lives.

Characteristics: Perceptions of Characteristics: Perceptions of OthersOthers

He really enjoyed teaching and cared about He really enjoyed teaching and cared about students.students.

She looked for the good in each of us.She looked for the good in each of us. He believed in me.He believed in me. She challenged us.She challenged us. He saw us as unique and treated us with He saw us as unique and treated us with

respect.respect.

PERCEPTIONS OF OTHERS:PERCEPTIONS OF OTHERS:

UNABLEUNABLE The teacher sees others as lacking the The teacher sees others as lacking the

necessary capacities to deal effectively with necessary capacities to deal effectively with their problems. their problems.

He/she doubts their ability to make their He/she doubts their ability to make their own decisions and run their own lives.own decisions and run their own lives.

PERCEPTION OF PURPOSE:PERCEPTION OF PURPOSE:

LARGERLARGER The teacher views events in a broad The teacher views events in a broad

perspective. perspective. His/her goals extend beyond the immediate His/her goals extend beyond the immediate

to larger implications and contexts.to larger implications and contexts.

Characteristics: Perception of Characteristics: Perception of PurposePurpose

HelpfulHelpful MoralMoral GoodGood KindKind EnhancingEnhancing Well-InformedWell-Informed ProtectiveProtective PositivePositive

  PERCEPTION OF PURPOSE:PERCEPTION OF PURPOSE:

SMALLERSMALLER The teacher views events in a narrow The teacher views events in a narrow

perspective. perspective. His/her purposes focus on immediate and His/her purposes focus on immediate and

specific goals.specific goals.

    

FRAME OF REFERENCE:FRAME OF REFERENCE: PEOPLEPEOPLE The teacher is concerned with the human The teacher is concerned with the human

aspects of affairs. aspects of affairs. The attitudes, feelings, beliefs, and welfare The attitudes, feelings, beliefs, and welfare

of persons are prime considerations in of persons are prime considerations in his/her thinking.his/her thinking.

Characteristics: Frame of Characteristics: Frame of ReferenceReference

CaringCaring WarmWarm EnthusiasticEnthusiastic FunFun EnergeticEnergetic LivelyLively StableStable EffectiveEffective KnowledgeableKnowledgeable

FRAME OF REFERENCE:FRAME OF REFERENCE:

THINGSTHINGS The teacher is concerned with the The teacher is concerned with the

impersonal aspects of affairs. impersonal aspects of affairs. Questions of order, management, Questions of order, management,

mechanics, and details of things and events mechanics, and details of things and events are prime considerations in his/her thinking.are prime considerations in his/her thinking.

Let’s LearnLet’s Learn

Let us learn to examine others and Let us learn to examine others and determine if they have what it takes to determine if they have what it takes to become a favorite teacher.become a favorite teacher.

The Study of DispositionsThe Study of Dispositions

Let’s put our minds together and see what life we Let’s put our minds together and see what life we can make for our children.can make for our children.– Sitting BullSitting Bull

Let’s identify the collective commitments we are Let’s identify the collective commitments we are willing to make and make our shared hopes a willing to make and make our shared hopes a reality.reality.

Never doubt that a small group of thoughtful Never doubt that a small group of thoughtful committed people can change the world. Indeed it committed people can change the world. Indeed it is the only thing that ever has!is the only thing that ever has!– Margaret MeadMargaret Mead

The Study of DispositionsThe Study of Dispositions

Some of you will be thinking that this is old hat. Some of you will be thinking that this is old hat. Let’s learn and not be critical. Let’s learn and not be critical.

Some would rather complain and criticize.Some would rather complain and criticize.– Before criticizing anyone, walk a mile in his shoes (that Before criticizing anyone, walk a mile in his shoes (that

way if he gets upset he’ll be a mile away and barefoot).way if he gets upset he’ll be a mile away and barefoot). Complaining is like rocking in a rocking chair. Complaining is like rocking in a rocking chair. It gives you something to do but doesn’t get you It gives you something to do but doesn’t get you

anywhere.anywhere. Let’s take these old ideas and transform them into a Let’s take these old ideas and transform them into a

new reality.new reality. Let’s study dispositions.Let’s study dispositions.