1. Chapter 2 A Student Teacher’s Values and Developing Teaching Style Dr. Gallegos Spring 2016 Dr. Gallegos Spring 2016

2. ACTIVITY  On a sheet of folded paper, number the spaces from 1 to 20. Then list quickly as possible, your FAVORITE activities. NO PAUSING TO THINK.

3. The Acquisition of VALUES  Nieto (2009) mentions attitudes and values “such as a sense of mission; solidarity with and empathy for, students; the courage to challenge mainstream knowledge and conventional wisdom; improvisation; and a passion for social justice” also as values of some who want to teach.  Teachers’ views of their competences may determine the amount of effort they expend, their perseverance when confronted with obstacles, their resilience when faced with adversity, their interactions with children, and consequently, children’s educational outcomes.  One problem many teachers face is accepting negative attitudes from parents or caregivers who do not place similar values on education.  Always show, through your actions-which speak louder than your words-that you care for their children and that you want to help them.  Nieto (2009) mentions attitudes and values “such as a sense of mission; solidarity with and empathy for, students; the courage to challenge mainstream knowledge and conventional wisdom; improvisation; and a passion for social justice” also as values of some who want to teach.  Teachers’ views of their competences may determine the amount of effort they expend, their perseverance when confronted with obstacles, their resilience when faced with adversity, their interactions with children, and consequently, children’s educational outcomes.  One problem many teachers face is accepting negative attitudes from parents or caregivers who do not place similar values on education.  Always show, through your actions-which speak louder than your words-that you care for their children and that you want to help them.

4. Your VALUES  Self-knowledge should precede trying to impart knowledge to others.  By looking closely at your values, you will be able to develop a philosophy of teaching more easily.  ACTIVITY  Self-knowledge should precede trying to impart knowledge to others.  By looking closely at your values, you will be able to develop a philosophy of teaching more easily.  ACTIVITY

5. Personal Values and Activities  Van Leuvan (1997) believes that teachers who aim to improve their professional practice myst not only recognize what they are doing bit also must understand the origins and effects of their actions.  Many of us want to teach young children because we genuinely like them.  Raths (2001) asserts that the reasons a person chooses to teach might be a product of his upbringing, a reflection of his life experiences, and a result of the socialization processes of schooling.  Perhaps we want to teach young children because they are less threatening than older children.  Attitudes toward or against something are often formed when we are so young that we do not know their origin.  People of different backgrounds who do not share similar ideals often find their values being challenged.  Goffin and Washington (2008) point out that a “gap exists between one;s espoused values and one’s practices” and that “conflicting values co-exist.”  Van Leuvan (1997) believes that teachers who aim to improve their professional practice myst not only recognize what they are doing bit also must understand the origins and effects of their actions.  Many of us want to teach young children because we genuinely like them.  Raths (2001) asserts that the reasons a person chooses to teach might be a product of his upbringing, a reflection of his life experiences, and a result of the socialization processes of schooling.  Perhaps we want to teach young children because they are less threatening than older children.  Attitudes toward or against something are often formed when we are so young that we do not know their origin.  People of different backgrounds who do not share similar ideals often find their values being challenged.  Goffin and Washington (2008) point out that a “gap exists between one;s espoused values and one’s practices” and that “conflicting values co-exist.”

6. Dispositions  The National Council for the Accrediation of Teacher Education (NCATE) requires that dispositions of student teacher candidates be evaluated.  Da RosVoseles and Moss (2007) identify nine dispositions:  Empathy-seeing and accepting another person’s point of view  Positive view of others  Positive view of self  Authenticity- feeling a sense of freedom and openness that enables one ot be a unique person in honesty and genuineness  Meaningful purpose and vision  Creating a safe learning environment  Encouraging risk taking  Modeling desired practices  Providing opportunities to plan, act, and reflect on disposition in classroom activities and assignments.  The National Council for the Accrediation of Teacher Education (NCATE) requires that dispositions of student teacher candidates be evaluated.  Da RosVoseles and Moss (2007) identify nine dispositions:  Empathy-seeing and accepting another person’s point of view  Positive view of others  Positive view of self  Authenticity- feeling a sense of freedom and openness that enables one ot be a unique person in honesty and genuineness  Meaningful purpose and vision  Creating a safe learning environment  Encouraging risk taking  Modeling desired practices  Providing opportunities to plan, act, and reflect on disposition in classroom activities and assignments.

7. Professional Ethics  Katz (1992) defines ethics as a set of statements that helps us deal with the temptations inherent in our occupations  Ethics may also help us act in concert with what we believe to be right, rather than what is expedient.  Making decisions in the best interests of children and their families may take courage and commitment to professional excellence.  So many situations may test ethics in student teaching.  In our diverse society, individuals values are bound to clash. Some parents may advocate spanking, other s may feel their daughters should not participate in active sports and a staff member may feel appropriate to accept an expensive personal gift from a parent.  It is clear that when ethical dilemmas arise, teachers are first to consider what is best for the child.  Katz (1992) defines ethics as a set of statements that helps us deal with the temptations inherent in our occupations  Ethics may also help us act in concert with what we believe to be right, rather than what is expedient.  Making decisions in the best interests of children and their families may take courage and commitment to professional excellence.  So many situations may test ethics in student teaching.  In our diverse society, individuals values are bound to clash. Some parents may advocate spanking, other s may feel their daughters should not participate in active sports and a staff member may feel appropriate to accept an expensive personal gift from a parent.  It is clear that when ethical dilemmas arise, teachers are first to consider what is best for the child.

8. Teaching Style  Teaching style is the vehicle through which a teacher contributes his or her unique quality to the curriculum.  Teaching styles are also an extension of the teacher’s self.  Teachers must know themselves before effectively teaching others. This means that you have enough self-knowledge to judge from observing your Master teacher what activities and techniques will work for you, which ones may need to be modify, and which ones you cannot use.  Teaching style is the vehicle through which a teacher contributes his or her unique quality to the curriculum.  Teaching styles are also an extension of the teacher’s self.  Teachers must know themselves before effectively teaching others. This means that you have enough self-knowledge to judge from observing your Master teacher what activities and techniques will work for you, which ones may need to be modify, and which ones you cannot use.

9. Stereotyping Good and Bad  To fully understand a teacher’s style, one has to understand the teacher’s phiolospy and underlying attitude toward the students  The classroom must look open, free, and flexible.  To fully understand a teacher’s style, one has to understand the teacher’s phiolospy and underlying attitude toward the students  The classroom must look open, free, and flexible.