Learning Differences: National Teacher Dispositions

To apply the second standard to my practice I have to make sure I ask questions about the work I am supposed to be doing with my students. Once I know what I am going to doing then, it is up to me to make sure that I know and understand what I am supposed to be teaching the students. To demonstrate that I am adhering to the standard, I have to take the time to plan out what I will be teaching the students and make sure that they are understanding what they are learning.

Ohio’s Educator Standard one is one of the most important educator standards that a teacher should become familiar with and follow because it is the bases of how students learn. You cannot expect a chef to make dinner without them first knowing how to follow a recipe or use a range. The same principle goes for the students in our classes. You must understand child development for the age you are teaching and show respect for all the differences your students’ exhibit in order to help everyone grow and meet learning expectations.

I think that is positive support for the children learning, and spread the positive environment or atmosphere around the classroom. The teachers successfully achieve the Ohio Standards for the Teaching Profession, which are (5. 5) that say, teachers maintain an environment that is conducive to learning for all students. Also, (5.3) that say, teachers motivate students to work productively and assume responsibility for their own learning. In addition, (1. 3) that says, teachers expect that all students will achieve to their full potential.

What is the purpose of the standards and how do they impact that educational community?

The second standard I demonstrated was standard three. Standard three is supporting a positive learning environment. I taught my final lesson to my group of first

There are six standards that we work with day by day in the schools, these standards are: (1) Research- and

Slide 3&4: I think slide three and four are important as a future teacher, because we will be using educational standards to teach our students. We will need to be able to understand what a standard is used for, so that we will be able to effectively teach it. I also thought the resources on pg 236 were interesting because it breaks down the standards for each subject.

Education standards outline expectations for what students should know student at the close of a course, or grade level. States have been setting standards since the early 1980’s. By 2001, after the No Child Left Behind Act was passed, all 50 states began adopting standards. The push to adopt standards-based education was the idea that student achievement could be increased by setting specific goals and that all students deserved the chance to learn skills to be successful citizens and viable employees. Each state was responsible for creating its own list of standards. This process would soon change with the implementation of the Common Core State Standard initiative.

Although the standards are concise and clear, these standards are broad with no specific directions of how to teach students to attain them; “in fact, that is left for the teachers to determine. (McLaughlin and Overturf, 2012, p. 157) According to revised Louisiana Student Standards (2016) that’s derived from the federal Common Core State Standasrds, “the new standards provide appropriate content for all grades, maintain high expectations, and create a logical connection of content across and within grades.” (p.1) Thus this paves a path for horizontal collaboration of content area teaching and support among same grade level teachers and a vertical use of assessment where teachers can spend more time working with students who are not on bar to catch up and students who are at mastery level to be challenged to reach the advanced level ready for the next grade up. (McLaughlin and Overturf, 2012, p. 157)

In addition to developing the standards we also need to develop the teachers who must have mastery of the standard they are

The Kentucky Teacher Standards and the University of Pikeville Standard are guidelines that teachers should use to become efficient teachers. Through my hours observing and as a Teacher Candidate in Clinical 1, I have witnessed these standards in practice. Not only have the teachers that I have observed under participated in these standards, but I as well have tried to follow these guidelines to make my teaching style proficient.

These standards are passing the Praxis exam and participating in the state's formal teacher evaluation system to get a Professional Certificate. Also,certain hours are required which are three hours of Child Behavior and Development, Curriculum for Early Childhood Education, Teaching Reading at the Elementary Level, 9 hours divided between Math, Science, and Social Studies, and 3 hours of Practicum in Early Childhood Education. These standard are important in my field of philosophy because there is a guarantee I will get all the certain qualifications to become a first-grade teacher if the right steps are

Upon review of the information provided in the textbook and through research required to complete the class assignments I have compiled the following list of my choice of the five best practices. The first among my list of best practices is a “student-centered learning environment” (Zemelman, 2005), this includes the classroom arrangement it displays students’ work and provides tools to improve performance during tasks. This practice also provides procedures and routines that create a safe and positive learning environment for students. It promotes the building of relationships between the participants. The second among my list of best practices is “teacher collaboration” (Zemelman, 2005); this is a tremendously important feature. This practice is the “meat and

The standards attention on methods and a procedure beginning in the early grades, which provides teachers the time required to teach the students and provides them the time wanted to master them. While the standards put grade-specific goals, they do not describe how the standards must be educated or which tools should be applied to support students. States and areas know that there will need to be a variety of supports to make sure that all students, including those with specific needs and English language students, can master the standards. It is up to the states opinion to describe the full range of supports suitable for these students.

Before this article, I was unaware of the planning and information necessary to know how the common standards were achieved and how whoever plans what is going to be taught each grade/each year chooses what they teach. Now I understand that each point on the year’s