Classroom Observation Comparison

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 As an educator you should not only know your systematic planning and educational content but also apply dispositions as they are important in a school setting. They represent attitude as well as behaviors required from all educational practitioners. These values, attitudes and beliefs are demonstrated either non-verbally or verbally by the educators as they interact with the students, colleagues and the community. 

The teacher is able to demonstrate they are full understanding of the necessary professional dispositions required. The teacher has shown their commitment in recognizing the students and in disposition adjustments that need to be done. It is important for students to progress in the course of learning and show their mastery of all the necessary dispositions. It is important for a teacher to commit to promoting fairness. and teaching the children ways in which they should practice how to be equitable and fair. 

Educators should have the skills and knowledge to promote this disposition that is effective in the learning process of a child while addressing inequalities. they should actively monitor all the students' behaviour and ensure they practiced skill. The educators should empower the children to treat each other with respect and expect respect in return. all education practitioners should be fair in the treatment of students as well as teaching children to evaluate equality and fairness in their own actions. A good example in which teachers can promote fairness and equality through understanding culture and community diversities which is a benefit to the community members that gives them an opportunity to learn different perspectives of others as well as being sensitive about their students’ cultures and appreciate this diversity.

The teacher is committed still practicing respectful and ethical rights in their personal and professional endeavors; it is critical to practice human rights in a school setting. This can be done through incorporating subjects that involve human rights perceptions as well as adapting a participatory curriculum for learning and teaching human rights among children. This helps children to understand their rights and make it a day-to-day practice of their everyday life. We should not only limit children to class events but also give them life lessons. Teaching children human rights improves the interactions with others as well as enabling positive effects for the entire school community. (Murray, F. B.2007).

 Another important disposition is the use of technology in teaching. The dispositions highlighted show the willingness of a teacher to explore and use technology in a classroom setting. This is an encouraging disposition. The integration of technology with learning results in a successful teaching process. The teachers' attitudes and understanding are greatly influenced and agreed with time through the use of technology and embracing its advancements. technology is sent to increase self-competence as well as willingness to change Among Us children which is an important Factor in learning. The use of technology also increases self-efficiency among children which is important and measurable. (Kyger, M.2006).

The commitment to reflective practice, professional development and lifelong learning is yet another important exposition. It is important for the teacher to practice and understand this disposition. Learning is a foundation of every human being in life as well in an institution. Reflective practice is a powerful norm in schools and helps to achieve high levels of learning. It is clearly seen when educators involve high quality learning experiences it impacts the students learning in a more positive way. In addition, reflective practices also facilitate learning growth as well as renewal of character and help in development of careers in the students as well as the educators. Learning does not stop and it is a lifelong experience and it should be done with the most qualified practices to help natural the student. 

References

Murray, F. B. (2007). Disposition: A superfluous construct in teacher education. Journal of teacher education, 58(5), 381-387.

Facione, P. A., Facione, N. C., & Giancarlo, C. A. (1997). Professional judgment and the disposition toward critical thinking. Retrieved August, 1, 2004.

Beverly, C., Santos, K., & Kyger, M. (2006). Developing and integrating a professional disposition curriculum into a special education teacher preparation program. Teacher Education and Special Education, 29(1), 26-31.