Positive dispositions related to reading, the teaching of reading and writing, and student achievement (e.g., the importance of confidentiality, respect for students and their cultural and linguistic backgrounds, belief that all students can learn, etc.)
One of the many hats teachers wear for students is that of a cheerleader. With boundless energy, relentless determination, a bright smile, and a positive outlook for any situation, it is the job of every educator to cheer every student on with endless encouragement. Every student has the potential to learn, and it is educators' job to model and foster that philosophy. At the same time, educators must be respectful of students and their families by taking their backgrounds into account and exercising confidentiality. Doing so creates a positive rapport between teacher, student, and family. This leads to relationship building and open communication with families, which results in support for students.
My first artifact is chapter 2 in Peter Johnston's book, Opening Minds (2012). This chapter discusses the difference between a fixed theory and dynamic theory of learning and how holding each theory pertains to students and teachers. The author encourages educators to develop a dynamic theory for themselves, model it, and teach students through this lens. A dynamic theorist does not believe in fixed personal characteristics, but rather that the more you learn, the smarter you get. The author describes the expression of positive language and dispositions toward learning through the dynamic theory. My second artifact is chapter 8 in Dudley-Marling & Paugh's book, A Classroom Teacher's Guide to Struggling Readers (2004). In this chapter, the authors discuss a common notion amongst educators working with struggling readers--that something is "wrong" in the heads of these learners. They say this notion contributes to the creation of contexts that deny struggling readers opportunities to see themselves as competent learner. Instead, educators should begin with the notion that all students can learn, then figure out which factors are within their control and can be altered to meet the needs of each student.
One of the many hats teachers wear for students is that of a cheerleader. With boundless energy, relentless determination, a bright smile, and a positive outlook for any situation, it is the job of every educator to cheer every student on with endless encouragement. Every student has the potential to learn, and it is educators' job to model and foster that philosophy. At the same time, educators must be respectful of students and their families by taking their backgrounds into account and exercising confidentiality. Doing so creates a positive rapport between teacher, student, and family. This leads to relationship building and open communication with families, which results in support for students.
My first artifact is chapter 2 in Peter Johnston's book, Opening Minds (2012). This chapter discusses the difference between a fixed theory and dynamic theory of learning and how holding each theory pertains to students and teachers. The author encourages educators to develop a dynamic theory for themselves, model it, and teach students through this lens. A dynamic theorist does not believe in fixed personal characteristics, but rather that the more you learn, the smarter you get. The author describes the expression of positive language and dispositions toward learning through the dynamic theory. My second artifact is chapter 8 in Dudley-Marling & Paugh's book, A Classroom Teacher's Guide to Struggling Readers (2004). In this chapter, the authors discuss a common notion amongst educators working with struggling readers--that something is "wrong" in the heads of these learners. They say this notion contributes to the creation of contexts that deny struggling readers opportunities to see themselves as competent learner. Instead, educators should begin with the notion that all students can learn, then figure out which factors are within their control and can be altered to meet the needs of each student.