Allama Iqbal Open University Islamabad

ALLAMA IQBAL OPEN UNIVERSITY
ISLAMABAD
PROFESSIONALISM IN TEACHING
SUBMITTED BY: BIBI RABIA

ASSIGNMENT NO. : 01
ROLL NO. : CB650915
LEVEL:B ED 1.5 YEAR
AUTUMN 2022
Course Code: 8612
(UNITS: 1-4)
INDEX
BIBI RABIA : CB650915 0

QUESTIONS PAGE
NO.
1. Define professionalism. Is teaching a profession? How? 2 – 8

Give arguments.
2. What is professionalization? Describe characteristics of 9 – 12
professionalism.
3. Explain professional dispositions. Why are these necessary 13 – 18

for effective teaching?
4. Define self-renewal. Explain Gardner’s conceptualization of 19 – 23

self-renewal.
5. Describe traits of a professional teacher. 24 - 28
Q.1 Define professionalism. Is teaching a profession? How? Give arguments.
Introduction
Teaching as a profession has become a huge concern in our society. I would think all parents
would want their children to be taught by a professional. However, teaching as a profession is the
question that remains to be answered clearly. The academic society needs to spell out a sense of
professionalism in order to ease this concern. “Unlike other professions where you make
‘machines’ work, this profession allows one to deal with the most complex phenomena on earth.
Ranging from most studious to most mischievous students, the teachers need to maintain a
balanced attitude and approach in transforming them to mature individuals” (Kishore, 2000,
paragraph 4). Professionalization of the teaching workforce is a major concern that needs to be
addressed because it is a field of significant knowledge. The process of teaching can influence
the lives of many students.
A Professional Teacher
It is not easy to find someone who is opposed to the concept of teacher professionalism. Juliane
Brown, a teacher in Lancaster, Pennsylvania said, “I believe I am a professional because I am a
master at what I do, I love what I do and I make a living at what I do. I engage in this activity
known as teaching so much that it is what I live for. Therefore, I believe that I am a
professional.” Teachers are no longer being seen as people who simply transport packages of
knowledge. Rather, teachers are evolving in a way that they are seen as information-holders and
knowledge-makers, possessing much skill, which newcomers to the world of teaching must
strive to obtain through experience, study, thought and reflection. Professionalism of teachers
will insure our students with the finest education yet.
Defining Professionalism
The Merriam-Webster dictionary defines professionalism as "the conduct, aims, or qualities that
characterize or mark a profession or a professional person"; and it defines a profession as "a
calling requiring specialized knowledge and often long and intensive academic preparation."
These definitions imply that professionalism encompasses a number of different attributes, and,
together, these attributes identify and define a professional.
“Professionalism’ is commonly understood as an individual’s adherence to a set of

standards, code of conduct or collection of qualities that characterize accepted practice
within a particular area of activity” Universities UK et al. 2004
Professionalism, the standards, practices, or motivations associated with a profession.

The concepts of professionalism, profession, and professionalization have received considerable
and sometimes critical attention in sociology. In early British and American analyses,
professionalism was identified as an occupational value that was important for the stability and
civility of social systems. In those interpretations, professional relations were characterized as
collegial, cooperative, and mutually supportive. Relations of trust characterized practitioner-
client and practitioner-management interactions, as competence was assumed to be guaranteed
by education, by training, and sometimes by licensing.
Here are 12 ways you can develop and practice professionalism:

1. Be productive
Use your time productively at work. Focus on your job responsibilities and avoid getting
pulled into social media, web browsing and phone activity while on the clock.
2. Develop a professional image

Project a professional presence and dress appropriately for your industry and
organization. A good rule of thumb is to dress in the position you aspire to have.
3. Take the initiative
Ask for more projects to be given to you or think of assignments that will meet your
organization's goals. You don’t want to be under-utilized.
4. Maintain effective work habits
Prioritize, plan and manage your assignments and projects. Follow up and follow
through with your supervisor and team members.
5. Manage your time efficiently
Establish priorities, set goals and create action plans to meet deadlines.
6. Demonstrate integrity
Be accountable for your work and actions while behaving ethically at all times.
7. Provide excellence
Produce work and results that reflect a sense of pride and professionalism, often
exceeding expectations.
8. Be a problem-solver
When you run into problems and obstacles take the time to brainstorm a few solutions
and alternatives before you meet with your supervisor.
9. Be resilient
Develop coping skills to manage setbacks and challenges with a positive and constructive
attitude.
10.Communicate effectively
Practice professional on-line, in person and interpersonal communication skills.
11.Develop self-awareness
Learn to manage your emotions and gain awareness of your emotional triggers so you can
manage your reactions positively and productively. Accept and reflect on feedback to
assist as you learn and grow.
Role of a teacher
While writing an essay on teaching as a profession, the role of a teacher must be included. The
general and first role of a teacher is to teach their students. Then motivate them and boost their
confidence to take up things which can help them in their life. Teachers should find different
ways to teach students and apply them in teaching so that the maximum information and
knowledge reaches the students.
They should try to explain complex and difficult topics through fun activities and make it easier
for students to understand. Teachers are not only teachers but they are your mentors and guide.
They are responsible not just to teach the syllabus but inspire students by exchanging thoughts,
sharing a bond, and be with them in every ups and downs. If you will be able to portray all these
roles for your students then teaching as a profession is perfect for you.
Teaching skills, matter knowledge, personality, ways of imparting informations are some factors
that affect learning pattern of students. It helps teachers to become a successful teachers and
mentor for their students.

If the above explained traits inspire you to become a teacher and you are thinking how to
proceed then read the guide below.
Academic Path for A Teacher
To adopt teaching as a profession, we must realise that not only personality qualities are
important but educational qualifications too are one of the main requirements. With right
qualifications and passion to teach students can make a good teacher. There are several to pursue
teaching as a profession, you can follow some of the below mentioned ways:
Nursery Teacher
Becoming a teacher of nursery section or pre-primary section, you need certain qualifications.
Teachers who teach students of age group between 2-5 years are called Nursery or Pre-Primary
school teachers. The kids studying in pre-primary are taught with Kindergarten educational
methods. Some of the pre-primary schools run on Montessori educational method and they are
termed as Montessori schools. In the kindergarten section of the school, kids are taught basics,
language, numbers, communication etc. and prepare them for primary section. They are taught
using extra activities such as arranging objects in order, playing, singing, drawing, coloring, etc.
How to become a Nursery School teacher?
To become a teacher of pre-primary, you should completed your 12th and pursue a Nursery
Teacher Training (NTT) course of 1-year duration. You can also go for Kindergarten Training
Program or a Montessori Teacher Training program of about 9 months to 1 year. Even after
completing graduation, you can opt for these courses. With right qualifications and skills, you
can try your career in teaching.
Also, by pursuing child development program of Anganwadi Workers (AWW) – Integrated
Child Development Services (ICDS), you can begin your career as a teacher in Anganwadi.
Primary School Teacher
Teachers who teach students from class 1 to 5 are called teachers of primary school. They
become a bridge for students of pre-primary section and higher secondary section. They monitor
and help in the overall development of children. In the primary section of teaching, you can have
the chance of teaching students a variety of subjects and enhance the learning experience. If you
want to make your career as a teacher for primary classes, then you have the following options:
How to become a Primary School teacher?
You can be a teacher of primary school after completing class 12th and then pursuing a Diploma
in Education (D.Ed.) of 2 years. The option of a Primary Teacher Training (PTT) program of 2-
years duration is also available for pursuing.
If you want to get a degree in teaching program then you can do a Bachelor of Elementary
Education (B.El.Ed.) of 4-year degree program. You can also take part in Teacher Eligibility
Test (TET) to get recruitment in Primary School Teachers in Government schools and
Government aided primary schools.
Secondary and Higher Secondary School Teacher

If you want to become a teacher for secondary classes for teaching students of class 5 to class 10
or for higher secondary classes for teaching students of class 11 and class 12, then you can opt
any options given below. By becoming a teacher for Secondary or Higher Secondary school, you
will have the option to teacg specific subjects.
How to become a Secondary and Higher Secondary School Teacher?
You will need to complete your graduation and then complete Bachelor in Education (B.Ed.)
degree of 2-year. Getting a B.Ed. degree is compulsory to pursue a career as a teacher in a
secondary and higher secondary school. If you want to be a teacher of higher secondary classes
then you can do a Master’s degree after graduation and then pursue a B.Ed. degree.
If you want to qualify as a teacher for central government-run schools, then the Central Teacher
Eligibility Test (CTET) will be the option for you. CTET is conducted by the Central Board of
Secondary Education (CBSE) for apllicants to be eligible to be a teacher of the secondary and
higher secondary levels.
You can also opt for Teacher Eligibility Test (TET) or a State Level Eligibility Test (SLET) for
recruiting secondary level and higher secondary level teachers.
College and University Teacher
If you want to teach students in colleges or universities or want to be called lecturers in

government or private colleges and universities, then follow the available options:
How to become a College or University Teacher?
If you want to choose teaching as a career in a college or university, you must get a degree in
Master program. However, after a master degree, a Ph.D. degree is also compulsory for
promotion from a Lecturer to an Associate Professor.
Once you complete a Master’s degree, you can apply for the National Eligibility Test (NET)
conducted by the National Testing Agency (NTA). NET requires a postgraduate degree and a
certification of eligibility for giving the entrance. You can also have an option of giving State
Eligibility Test (SET) for the recruitment of Lecturers.
These all are the options available to choose teaching as a profession. By completing your basic
qualifications requirements, you will get many options to choose and become a teacher of
Nursery, Primary, Secondary, Higher Secondary, and college. It is an essay on teaching
profession it can help you in your pathway to become a teacher.
Teaching as a Profession
Teaching is a noble profession which comes with so much responsibility and duty towards
students. Teachers do not only teach and impart knowledge but inspire and motivate students for
life and take important steps in life. They keep working to boost the confidence of students and
direct them in the right direction. There were many teachers who dedicated all their life in
empowering their students and making them a better and successful human being in their life. In
the article, we will learn teaching as a profession essay.

One such example of teachers who dedicated their life to teach students is Anand Kumar of the
Super 30 coaching class who picks students only from underprivileged sections and gives them
the best education to crack IIT through coaching of IIT. These are those children who can never
afford to take admission in coaching classes for competitive exams. Anand Kumar teaches,
guides, and motivates students to dream big and fulfill those dreams.
The first of Anand Kumar made a record of selecting 18 students into IIT out of 30 students.
The next example in front of us is Siva Subramania Iyer. He was the teacher of Dr. APJ Abdul
Kalam and he was responsible to give India its Missile Man. He taught him to fly high and
inspired him to make it big. And then India got its greatest space scientists of all time. Thus, not
only teaching as a profession a thing to pursue but also a passion which can take you to heights.
The continued professionalization of teaching is a long-standing goal of the Alberta Teachers’

Association. The Association continues to work to advance teaching as a profession.
Professionalism is a complex and elusive concept; it is dynamic and fluid. Six generally accepted
criteria are used to define a profession. The teaching profession in Alberta fulfills those criteria
in the following ways:
1. Its members have an organized body of knowledge that separates the group from all
others. Teachers are equipped with such a body of knowledge, having an extensive
background in the world and its culture and a set of teaching methods experientially
derived through continuous research in all parts of the world.
2. It serves a great social purpose. Teachers carry responsibilities weighted with social
purpose. Through a rigid and self-imposed adherence to the Code of Professional
Conduct, which sets out their duties and responsibilities, teachers pass on their
accumulated culture and assist each student under their care in achieving self-realization.
3. There is cooperation achieved through a professional organization. Cooperation plays an
important role in the development of the teaching profession because it represents a
banding together to achieve commonly desired purposes. The teaching profession has
won its well-deserved place in the social order through continuous cooperation in
research, professional preparation and strict adherence to the Code of Professional
Conduct, which obligates every teacher to treat each student within a sacred trust.
Teachers have control or influence over their own governance, socialization into teaching
and research connected with their profession.
4. There is a formal period of preparation and a requirement for continuous growth and
development. Teachers are required to complete a defined teacher preparation program
followed by a period of induction or internship prior to being granted permanent
certification. This period includes support for the formative growth of teachers and
judgments about their competence. Teachers are devoted to continuous development of
their ability to deliver their service.
5. There is a degree of autonomy accorded the professional. Teachers have opportunities to
make decisions about important aspects of their work. Teachers apply reasoned judgment
and professional decision making daily in diagnosing educational needs, prescribing and
implementing instructional programs, and evaluating the progress of students. Teacher
judgment unleashes learning and creates the basis for experience.
6. The profession has control or influence over education standards, admissions, licensing,
professional development, ethical and performance standards, and professional discipline.
As professionals, teachers are governed in their professional relationships with other

members, school boards, students and the general public by rules of conduct set out in the
Association’s Code of Professional Conduct. The code stipulates minimum standards of
professional conduct for teachers, but it is not an exhaustive list of such standards. Unless
exempted by legislation, any member of the Association who is alleged to have violated
the standards of the profession, including the provisions of the code, may be subject to a
charge of unprofessional conduct under the Discipline Bylaws of the Association.
The competence of teachers is governed by the Practice Review Bylaws of the Association. The
expectations for the professional practice of teachers related to interim and permanent
certification are found in the Teaching Quality Standard Applicable to the Provision of Basic
Education in Alberta. The Teaching Quality Standard defines the knowledge, skills and attributes
all teachers are expected to demonstrate as they complete their professional preparation, enter the
profession and progress through their careers. Additionally, the Department of Education’s
Teacher Growth, Supervision and Evaluation Policy (Policy 2.1.5) supports and reinforces the
Teaching Quality Standard by setting out basic expectations for teacher growth, supervision and
evaluation.
Teachers as Professionals
The certificated teacher is the essential element in the delivery of instruction to students,
regardless of the mode of instruction. A teacher has professional knowledge and skills gained
through formal preparation and experience. Teachers provide personal, caring service to students
by diagnosing their needs and by planning, selecting and using methods and evaluation
procedures designed to promote learning. The processes of teaching include understanding and
adhering to legal and legislated frameworks and policies; identifying and responding to student
learning needs; providing effective and responsive instruction; assessing and communicating
student learning; developing and maintaining a safe, respectful environment conducive to student
learning; establishing and maintaining professional relationships; and engaging in reflective
professional practice. These processes must be free of discriminatory practices and should
contribute to the holistic development of students who are actively engaged, responsible and
contributing members of a democratic society. The educational interests of students are best
served by teachers who practise under conditions that enable them to exercise professional
judgment. Teachers have a right to participate in all decisions that affect them or their work, and
have a corresponding responsibility to provide informed leadership in matters related to their
professional practice.
Conclusion
In the world of education, teachers are a guiding light to students. I think teachers are miracle
workers when it comes to trying to get every student to pass a test. Do doctors get all their
patients to pass their tests in terms of being healthy and physically fit? If they did, I would
consider doctors miracle workers as well. Teachers are also knowledge workers, transporting
much knowledge while shaping the minds of our youth and thus have a responsibility and image
to uphold. In today’s work force, there are many options available and college graduates are
choosing careers simply because of the pay rather than choosing something that they love to do.
Whether looked at as a profession or not, teachers should be respected for what they are doing
just as doctors and lawyers are. In order to maintain some structure of professionalism in the

educational environment, education systems need to take steps to make sure they handle this task
efficiently.
Alberta is recognized for having one of the best public education systems in the world. Central to
the system are caring, highly competent professional teachers who are supported by a
professional association that recognizes as its core responsibilities stewardship of the profession,
services to its members and commitment to public education. The continued efforts of teachers
to strive to improve their professional practice, supported by the collective through the Alberta
Teachers’ Association, will ensure that Alberta students will continue to receive quality teaching
resulting in enriched educational experiences.
REFERENCES
 https://career.vt.edu › develop › professionalism


 https://www.merriam-webster.com › dictionary › profes..

 https://smallbusiness.chron.com › ... › Professionalism

 https://www.britannica.com › ... › Education

 https://idreamcareer.com › blog › teaching-as-a-professi...
 https://www.digitalclassworld.com › blog › teaching-as-.

 https://www.teachers.ab.ca › ATA › About › Natu...

 https://www.churchofjesuschrist.org › new-era › 1972/09
Q.2 What is professionalization? Describe characteristics of professionalism.
Meanings of Professionalization

Professionalization is a process whereby occupations have become, or seek to become, publicly

recognized as professions according to the degree to which they meet the alleged criteria.
Professionalization can be seen as having two strands. One strand is concerned with the
improvement of status. The other strand is concerned with the improvement of the capacity of
members to enhance the quality of service which is provided. It is generally assumed that these
two elements proceed pari passu but this need not be the case. The terminology in relation to this
distinction is confusing, however, recent usage distinguishes between professionalization as the
pursuit of status and professionalism as the improvement of skills and hence service. The latter
terminology will therefore be used here.
One can perhaps refer to ‘early’ professionalization as the process whereby the elite professions
established their position and ‘late’ professionalization as the period beginning in the late
nineteenth century when with ‘the rise of professional society’ (Perkin 1989) a large number of
occupations, including teaching, began their quest for professional status by taking measures to
meet the alleged criteria. In these terms, it can be said that teaching was in the process of
professionalization from the mid-1870s to the mid-1970s, increasingly so after World War II.
The length of the period of teacher education was extended. An increasingly higher proportion of
teachers were graduates. Teacher training institutions became integrated into the universities.
The knowledge base of teaching became more extensive. Teachers enjoyed a high degree of
pedagogical autonomy within a loosely-coupled school structure. Teachers' organizations
increased their influence with government. And in some systems, e.g. Malta, teaching achieved
the legal status of a profession. However within this general process of professionalization are
acute gender differences (Gitlin and Labaree 1996).
The Process of Professionalization
Professionalization involves the development of skills, identities, norms, and values associated
with becoming part of a professional group. Through this process, recruits to the social
and behavioral sciences acquire both substantive and methodological knowledge and develop
understandings of their roles that permit them to function as professionals in these fields. Also,
by training newcomers, these professions seek to ensure that the work of their sciences will
continue congruent with certain principles and practices.
Research on professionalization dates back to the 1950s. Early research focused on the medical
(e.g., Becker et al. 1961, Merton et al. 1957) and legal (e.g., Lortie 1959, Warkov and
Zelan 1965) professions. Scholars also began examining graduate education in relation to
academic or scientific careers (e.g., Pease 1967, Wright 1964). As these and recent studies (see,
e.g., Keith and Moore 1995) indicate, although professionalization continues during the early
years of employment, graduate departments are the primary socialization sites. In departments,
students learn what is expected and rewarded and, conversely, what constitutes unacceptable
practices (e.g., Anderson et al. 1994).
Goals for Professionalization
Traditionally, Professionalization has had one or more of the following goals:
 to set up norms and improve the nature of the workforce;

 to regulate workers whose occupation can influence the wellbeing, safety, or property of
others;
 to upgrade public trust and confidence;
 to empower compliance with administrative or legal necessities;
 to elevate the status of an occupation;
 to set up a monopoly or else direct the supply of labor to propel the interests of its
members;
 to guide the conduct of specialists in the field, particularly with regards to morally or
ethically ambiguous activities;
 to establish and standardize roles (and the associated knowledge, skills, aptitudes, and
abilities) and pathways so as to readily adjust supply and demand, enhance awareness of
career paths, and facilitate recruitment and maintenance by employers.
An extra, regularly implicit yet significant objective is to build up a mutual arrangement of

qualities, culture, ethos, and outlook for a profession.
Now, let’s have a look at specific mechanisms for Professionalization and how they affect the
capacity and capability of the workforce.
Professional characteristics
Professional characteristics refer to the qualities a person exemplifies in a business environment.

Professionalism includes standards for behavior and the employee's ability to embody the
company's values and do what their employer expects of them. Professionalism is necessary for
the long-term success of any business, large or small. It ensures that customer relationships are
maintained, employee interactions are positive and that a company meets its goals and
objectives.
Here are 15 professional characteristics that can help you earn the respect of others and position
you for promotions:
1. Professional appearance
Professionals should always strive for a professional appearance, including appropriate attire and
proper hygiene and grooming. Clothing should always be clean and ironed properly. Pants,
dresses, formal skirts, crisp white shirts and leather shoes are all appropriate for a professional's
wardrobe.
2. Reliable
Professionals are dependable and keep their commitments. They do what they say they will do
and don't overpromise. Professionals respond to colleagues and customers promptly and follow
through on their commitments in a timely manner. Punctuality is a key aspect of this professional
characteristic. It's always important to clarify any areas of uncertainty when dealing with
customers or members of your team to ensure there are no mistaken assumptions or surprises.
3. Ethical behavior
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BIBI RABIA : CB650915
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Embodying professionalism also means to be committed to doing the right thing. Honesty, open
disclosure and sincerity are all characteristics of ethical behavior. Many organizations include a
commitment to ethical behavior in their code of conduct. Professionals can adopt a personal code
of conduct and make the same commitment on an individual basis.
Related: Professional Code of Ethics: Definition and Examples
4. Organized
A professional keeps their workspace neat and organized so that they can easily find items when
they need them. All files and paperwork should be in place and, if they have to deliver a
presentation, all materials should be ready well in advance so there are no unexpected delays.
5. Accountable
Just as a professional accepts credit for having completed a task or achieved a goal, they also are
accountable for their actions when they fail. They take responsibility for any mistakes that they
make and take whatever steps necessary to resolve any consequences from mistakes. They are
accountable and expect accountability from others.
6. Professional language
People who behave with professionalism monitor every area of their behavior, including how
they talk. They minimize the use of slang and avoid using inappropriate language in the
workplace. They even are conscientious of the language they use in informal settings.
7. Separates personal and professional

Professionals understand the importance of separating their personal lives from their professional
lives. While professionals may experience the same challenges in their personal lives as others,
they maintain a clear separation between their professional lives and workplace demeanor.
8. Positive attitude
Part of being a professional means maintaining a positive, can-do attitude while working. A
positive attitude will improve a professional's overall performance and increase the likelihood of
a positive outcome. It will also impact the behavior and performance of others, improving
employee morale in the office.
9. Emotional control
Emotional control is another key characteristic of professionalism. Professionals understand the
importance of maintaining their composure and staying calm in all situations. By remaining
calm, even during challenging moments, others can rely on them to be rational and of sound
judgment.
10.Effective time management

An employee who knows how to manage their time well is viewed by their peers as a
professional. Some characteristics of time management abilities include showing up at the office
on time in the morning, being on time for meetings and letting someone in the office know if
they suspect that they might be late.
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11.Focused
A professional is clear about their goals and understands what they need to accomplish to
achieve them. They know how to stay focused on their work to maintain their productivity.
Professionals recognize the importance of maintaining focus to improve the quality of their work
and be as efficient as possible.
12.Poised
Professionals should demonstrate poise, a calm and confident state of being. Being poised means
maintaining a straight posture, making eye contact when communicating and helping establish a
friendly and professional presence. Being poised means also staying calm during times of
heightened pressure.
13.Respectful of others
Professionals always treat others with respect. They understand that though humor is appropriate
in the workplace, they should always use it with respect to others. The only time that
professionals engage in conversations about other people is if they are evaluating their
performance and looking for constructive ways to improve their performance in the workplace.
14.Strong communicator
A professional must have strong communication skills. This means that they not only can
effectively and efficiently convey messages to others but also that they can actively listen to and
understand what others are telling them. By engaging in open and constructive communication
with others, professionals can collaborate more effectively and accomplish a lot.
15.Possesses soft skills

Soft skills are personal attributes that allow someone to interact effectively with others. Soft
skills include things like leadership, critical thinking, teamwork and people skills. Soft skills help
professionals to behave courteously when addressing colleagues and managers, use the right
language when communicating and respect the opinions of others.
REFERENCES:

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 https://www.sciencedirect.com › topics › psychology › pr..
 https://en.wikipedia.org › wiki › Professionalization

 https://www.sciencedirect.com › topics › social-sciences

 https://www.indeed.com › ... › Career Development

 https://smallbusiness.chron.com › ... › Professionalism
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
 https://www.frontiersin.org › feduc.2018.00004 › full
Q.3 Explain professional dispositions. Why are these necessary for effective
teaching?
Professional dispositions
Professional dispositions are the principles or standards that underpin a teacher’s success in the
classroom. They are the values, commitments, and professional ethics that govern how a teacher
acts with students, families, colleagues, and communities.
The Washington State Office of the Superintendent of Public Instruction (OSPI) mandates,
through the Washington Administrative Code (WAC), that all certified educators must be “fit to
teach” and “have the proper dispositions to teach.” The transformation of a person from one who
merely possesses knowledge and technique into a superior teacher must include the development
of characteristics such as a capacity for active and creative communication, a tendency to probe,
and a willingness to explore topics from a variety of perspectives. Further, an outstanding
educator must possess the desire to engage and encourage students who have a wide range of
abilities, interests, and temperaments.
Professional dispositions include the values, commitments, and professional ethics that influence
behaviors towards students, families, colleagues, and communities that affect student learning,
motivation, and development as well as the educator’s own professional growth. Dispositions are
guided by beliefs and attitudes related to values such as caring, fairness, honesty, responsibility,
and social justice. For example, they might include a belief that all students can learn, a vision of
high and challenging standards, or a commitment to a safe and supportive learning environment
(NCATE, 2002).
The professional dispositions expected of all teacher candidates include an ability to
1. Demonstrate a commitment to learning and diversity.
2. Build rapport and serve as a strong role model to peers, colleagues and learners.
3. Display effective communication skills (oral and written) in all settings.
4. Demonstrate professional competence and conduct.
All teacher candidates are expected to demonstrate these professional dispositions consistently,
especially during course and fieldwork opportunities. To ensure all teacher candidates
demonstrate these dispositions, the TLEL faculty members have established mandated
checkpoints throughout the preparation program. These checkpoints provide an opportunity to
elicit feedback from course instructors, cooperating teachers, and university supervisors on any
dispositional concerns. Teacher candidates are also provided with a number of opportunities to
self-evaluate how well they these professional dispositions.
Professional dispositions will be assessed by cooperating teachers/placement coordinators (e.g.,
Liberty Partnership coordinators) and university supervisors in each field experience
requirement. Additionally, course instructors will assess professional dispositions informally in
courses.
Teacher candidates must receive a final rating of “acceptable” for admission and advancement in
teacher education programs. If a teacher candidate receives an "unacceptable" rating in a field
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experience or from a course instructor, he/she must complete another field experience
successfully before advancing in the program and/or before applying for the internship semester.
Importance of Dispositions
Research demonstrates that the properties of the classroom teacher altogether influence how well
students learn. "According to recent studies, it has turned out to be certain that the nature of the
education our children get depends straightforwardly upon the nature of the teachers in our
schools. Guardians, teachers, instructors, and researchers agree on that effective educating
happens when the teachers would completely know their subjects, have solid teaching abilities
and have the skill to encourage development and learning in students" (Wasicsko, 2002). The
National Council for the Accreditation of Teacher Education (NCATE) has commanded that
NCATE has accredited colleges of education must check teachers’ professional information,
abilities, and important skill to enable all students to learn.
Need of Professional Dispositions
The College of Education and Human Development, in a joint effort with the College of Arts and
Sciences and the College of Business and Public Administration, is in charge of planning
competitors who have the required information, abilities, and dispositions to become effective
teachers. In this manner, your underlying licensure program will set you up to show the
knowledge, skills, and dispositions expected of beginning teachers. Faculty and school staff will
assess you at different times in the program and furnish you with criticism about your progress.
Professional disposition will be evaluated by classroom teacher in each course that has a field
experience necessity. Course teachers will evaluate professional disposition in select courses not
including a field part.
Professional Dispositions in Education
1. Commitment to Students and Their Learning.

2. Receive and Act Upon Professional Feedback.
3. Demonstrate Professional Practices and Demeanor.
4. Communicate Effectively and Professionally.
5. Collaborate with Others in a Positive and Professional Manner.
They are prepared, set clear and fair expectations, have a positive attitude, are patient with
students, and assess their teaching on a regular basis. They are able to adjust their teaching
strategies to fit both the students and the material, recognizing that different students learn in
different ways.
 Seven Thriving Dispositions.

 Critical Thinking and Problem Solving.
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 Agility and Adaptability.

 Curiosity and Imagination.
 Initiative/Entrepreneurialism.
 Effective Oral and Written Communication Skills.
 Access and Analyze Information Skills.
 Collaboration.
 It is helpful to think of teaching styles according to the three Ds: Directing, Discussing,
and Delegating.
 The directing style promotes learning through listening and following directions.
 The discussing style promotes learning through interaction.
 The delegating style promotes learning through empowerment.
The Areas of Learning
 Personal, Social and Emotional Development.

 Communication and Language.
 Physical Development.
 Literacy.
 Mathematics.
 Understanding of the World.
 Expressive Arts and Design.
Explanation
Professional dispositions include the values, commitments, and professional ethics that influence
behaviors towards students, families, colleagues, and communities that affect student learning,
motivation, and development as well as the educator’s own professional growth. Dispositions are
guided by beliefs and attitudes related to values such as caring, fairness, honesty, responsibility,
and social justice. For example, they might include a belief that all students can learn, a vision of
high and challenging standards, or a commitment to a safe and supportive learning environment
(NCATE, 2002).
The professional dispositions adopted by TLEL complement the College of Community and
Public Affair’s Ethics and Integrity Policies and Procedures by focusing on the expectations for
teacher candidates and individuals in advanced preparation programs during field experiences.
The faculty members developed the TLEL Professional Dispositions from the standards
advanced by New York State and national organizations, as well as content- and specialization
areas. Additionally, a number of stakeholder groups gave feedback on the items included,
providing a means to confirm their validity as the dispositions expected by teachers,
administrators, and teacher educators of novice teachers.
Professional Dispositions for Teacher Education Candidates Policy
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The Professional Education Unit is the academic unit on campus devoted to the preparation of
education professionals. Any full- or part-time student enrolled in an education program in one
of the following departments, shall be considered an education candidate of the Professional
Education Unit:
 Education and Human Development (initial and advanced teacher preparation programs)
 Counselor Education (school counseling)
 Educational Administration (school building leader and school district leader)
 Public Health and Health Education (advanced teacher preparation programs)
Kinesiology, Sport Studies, and Physical Education (initial and advanced teacher preparation
programs)
Select Departments from the School of Arts and Sciences (content areas for initial and advanced
preparation programs)
Professional dispositions are the professional attitudes, values, and beliefs demonstrated through
both verbal and non-verbal behaviors as educators interact with students, families, colleagues
and communities. These positive behaviors support student learning and development
Professional Dispositions
The Professional Education Unit has adopted six professional dispositions to which all
candidates (both undergraduate and graduate) must adhere to.
Positive Outlook
 Demonstrate genuine enthusiasm and optimism
 Foster a positive climate for learning
 Act on the premise that all children can learn
 Provide positive, authentic feedback
 Focus on possibilities rather than obstacles
 Respond to challenges
 Treat all forms of diversity as learning opportunities
Integrity
 Foster trust among students, colleagues, school-based teacher educators (SBTEs), and
professors
 Demonstrate sound moral character, honesty, fairness, and sincerity, adhering to relevant
code of ethics
 Commit to and models academic honesty
 Apply knowledge of how diverse backgrounds affect interactions with others
 Act on the value of inclusiveness
Respect
 Adhere to program and school expectations

 Commit to understanding diverse cultures and communities
 Collaborate with school staff and faculty, professors, colleagues, students, and parents
 Respectfully self-advocate and engage in self-care
 Show compassion and empathy for others
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Self-Awareness
 Interact and work well with people who have characteristics different from self
 Exhibit an awareness of how their communication affects others by using objective and
inclusive language that creates a shared understanding
 Recognize their own strengths and gaps in knowledge, skills, and experiences
 Make an effort to understand multiple perspectives or opposing viewpoints
Dedication
 Engage in ongoing learning

 Consistently solve problems by drawing on their internal knowledge and external
resources
 Independently develop, adopt, and use a wide range of professional resources
 Persist with tasks through completion at a high level of competency
 Commit to increasing understanding of their frame of reference (e.g. culture, gender,
language, abilities, and ways of knowing)
Professionalism
 Adhere to College and host school expectations and policies regarding punctuality,
attendance, dress, and proper use of electronic devices
 Engage in positive and respectful interactions with students, colleagues, SBTEs, and
families
 Demonstrate a high level of reliability
 Exemplify the characteristics of a good colleague
Programs within the PEU are free to add to the PEU's list of dispositions at their discretion and
with the approval of the Professional Education Council. Candidates should become familiar
with any additional dispositions associated with their program of study.
Professional dispositions of good teachers

1. Good teachers are active, respectful participants in discussions.
2. Good teachers express themselves clearly and effectively.
3. Good teachers listen thoughtfully and responsively.
4. Good teachers engage in lifelong learning, aided by reflection and assessment of new
information and ideas.
5. Good teachers interact effectively, respectfully, and empathetically across a wide range
of situations and people.
6. Good teachers work to ensure system-wide high quality learning opportunities and
experiences for all students.
7. Good teachers seek understanding of complex issues in order to solve problems both
independently and collaboratively.
8. Good teachers are committed to mastering best practices informed by sound theory.
9. Good teachers are responsible colleagues.
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REFERENCES:
 https://education.wsu.edu › teachered › professionaldisp...

 https://www.binghamton.edu › tlel › resources › profess...
 https://www.brockport.edu › full_disposition_policy
 https://online.purdue.edu › blog › education › dispositi...
 https://www.oswego.edu › education › about › professi..
 https://www.salisbury.edu › academic-offices › education


 https://pdxscholar.library.pdx.edu › cgi › viewcontent
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Q.4 Define self-renewal. Explain Gardner’s conceptualization of self-renewal.
Self-Renewal
Self-renewal is the process by which stem cells divide to make more stem cells,perpetuating the
stem cell pool throughout life. Self-renewal is division with maintenance of the undifferentiated
state. This requires cell cycle control and often maintenance of multipotency or pluripotency,
depending on the stem cell.
Self-renewal is the process of giving rise to indefinitely more cells of the same cell type. All
stem cells have the capacity to self-renew by dividing.
Gardner’s conceptualization of self-renewal
In 1964, the prolific social science writer John W. Gardner published Self-Renewal: The
Individual and the Innovative Society (public library) — a forgotten book of extraordinary
prescience and warm wisdom, which rings even timelier today. It’s a must-read as much for
entrepreneurs and leaders seeking to infuse their organizations with ongoing vitality as it is for
all of us as individuals, on our private trajectories of self-transcendence and personal growth.
Gardner explores what it takes for us — as individuals, as a society, even as a civilization — to
cultivate the capacity for self-renewal so vital to countering “the dry rot produced by apathy, by
rigidity and by moral emptiness,” which often comes with attaining a certain level of complacent
comfort or success. Referencing his previous book, Excellence — an equally prescient
exploration of the educational system, its promise and its limitations, and the role of high
standards in cultivating character — Gardner writes:
High standards are not enough. There are kinds of excellence — very important kinds — that are
not necessarily associated with the capacity for renewal. A society that has reached heights of
excellence may already be caught in the rigidities that will bring it down. An institution may
hold itself to the highest standards and yet already be entombed in the complacency that will
eventually spell its decline.
And yet, noting that “social renewal depends ultimately on individuals,” Gardner writes:
If a society hopes to achieve renewal, it will have to be a hospitable environment for creative
men and women. It will also have to produce men and women with the capacity for self-
renewal… Men and women need not fall into a stupor of mind and spirit by the time they are
middle-aged. They need not relinquish as early as they do the resilience of youth and the
capacity to learn and grow.
Self-renewal, he points out, requires a certain give-a-shitness — as E.B. White wrote in his
beautiful letter to a man who had lost faith in humanity, “As long as there is one upright man,
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as long as there is one compassionate woman, the contagion may spread and the scene is not
desolate.” Gardner argues:
The renewal of societies and organizations can go forward only if someone cares. Apathy and
lowered motivation are the most widely noted characteristics of a civilization on the downward
path.
He later adds:
Everyone, either in his career or as a part-time activity, should be doing something about which
he cares deeply. And if he is to escape the prison of the self, it must be something not essentially
egocentric in nature.
Institutions are renewed by individuals who refuse to be satisfied with the outer husks of things.
And self-renewal requires somewhat the same impatience with empty forms.
In a sentiment that John Mooallem would come to echo half a century later (“Maybe you have to
believe in the value of everything to believe in the value of anything”), Gardner argues that
self-renewal is impossible “unless we share a vision of something worth saving” and writes:
Unless we attend to the requirements of renewal, aging institutions and organizations will
eventually bring our civilization to moldering ruin. Unless we cope with the ways in which
modern society oppresses the individual, we shall lose the creative spark that renews both
societies and [individuals]. Unless we foster versatile, innovative and self-renewing men and
women, all the ingenious social arrangements in the world will not help us.
When Gardner was in his mid-80s, he was asked to address a group of executives on Renewal.
More than 30 years earlier, he had written the seminal book: Self-Renewal: The Individual and
the Innovative Society. Now, he outlines the qualities of self-renewing persons. Here are five:
1. Self-renewing persons view life as open-ended.
“Life isn’t a mountain that has a summit. Nor is it, as some people suppose, a riddle that has an
answer, nor a game that has a final score,” Gardner says. “Life is an endless unfolding and, if we
wish it to be, an endless process of self-discovery, an endless and unpredictable dialogue
between our own potentialities and the life situations in which we find ourselves,” he says.
2. Self-renewing persons make commitments.
“As you get a little older, you’re told you’ve earned the right to think about yourself. But that’s a
deadly prescription,” Gardner says.
Self-renewing persons are connected to the world around them. As the world changes they
interact with it, and they change too.
You have to build meaning into your life, and you build it through your commitments. Self-
renewing persons pace themselves, set priorities, and keep pursuing their best options.
3. They develop a sense of mutual dependence.
Says Gardner: “You come to understand that most people are neither for you nor against you;
they are thinking about themselves.”
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Self-renewing persons care about their families, communities, and life everywhere. They are
interested. They listen and they reach out.
4. They keep learning.
As you grow older, the things you learn are more complex: “You learn not to burn up energy in
anxiety…. You learn that self-pity and resentment are among the most toxic of drugs. You find
that the world loves talent but pays off on character,” he says.
Self-renewing persons learn from life: their successes, disappointments, failures and mistakes.
“We learn by growing older, by suffering, by loving, by taking risks, by bearing with the things
we can’t change,” he says.
5. Self-renewing persons are future-oriented.

They believe in the future. By way of example, Gardner offers that Cervantes, Winston Churchill
and Pope John XXIII were all tough-minded optimists who made significant contributions past
their prime.
“You don’t need to run down like an unwound clock. And if your clock is unwound, you can
wind it up again,” Gardner says. Motivation is the key to renewal. “There is no substitute for the
lift of spirit and heightened performance that comes from strong motivation,” he says.
The self-renewing individual has built up a genuine "framework or system inside which
continuous development, renewal and rebirth can happen" (p. 5). Toexplain this structure,
Gardner utilizes the representation of a balanced ecological framework where, wihin a similar
framework, a few things are being conceived while others are prospering and still others are
dying by this (p. 5). A similar representation is utilized as a part of The Ecology of School
Renewal (Goodlad,1987). The thought is same like the three elements of teacher education
given by Schlechty and Whitford (1983, p. 77)
1. I'm going to talk about “Self-Renewal.” One of your most fundamental tasks is the
renewal of the organizations you serve, and that usually includes persuading the top
officers to accomplish a certain amount of self-renewal. But to help you think about
others is not my primary mission this morning. I want to help you think about yourselves.
2. I take that mission very seriously, and I've written out what I have to say because I want
every sentence to hit its target. I know a good deal about the kind of work you do and
know how demanding it is. But I'm not going to talk about the special problems of your
kind of career; I'm going to talk about some basic problems of the life cycle that will
surely hit you if you're not ready for them.
3. I once wrote a book called “Self-Renewal” that deals with the decay and renewal of
societies, organizations and individuals. I explored the question of why civilizations die
and how they sometimes renew themselves, and the puzzle of why some men and women
go to seed while others remain vital all of their lives. It's the latter question that I shall
deal with at this time. I know that you as an individual are not going to seed. But the
person seated on your right may be in fairly serious danger.
4. Not long ago, I read a splendid article on barnacles. I don't want to give the wrong
impression of the focus of my reading interests. Sometimes days go by without my
reading about barnacles, much less remembering what I read. But this article had an
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unforgettable opening paragraph. “The barnacle” the author explained “is confronted
with an existential decision about where it's going to live. Once it decides.. . it spends the
rest of its life with its head cemented to a rock..” End of quote. For a good many of us, it
comes to that.
5. We've all seen men and women, even ones in fortunate circumstances with responsible
positions who seem to run out of steam in midcareer.
6. One must be compassionate in assessing the reasons. Perhaps life just presented them
with tougher problems than they could solve. It happens. Perhaps something inflicted a
major wound on their confidence or their self-esteem. Perhaps they were pulled down by
the hidden resentments and grievances that grow in adult life, sometimes so luxuriantly
that, like tangled vines, they immobilize the victim. You've known such people — feeling
secretly defeated, maybe somewhat sour and cynical, or perhaps just vaguely dispirited.
Or maybe they just ran so hard for so long that somewhere along the line they forgot
what it was they were running for.
7. I'm not talking about people who fail to get to the top in achievement. We can't all get to
the top, and that isn't the point of life anyway. I'm talking about people who — no matter
how busy they seem to be have stopped learning or growing. Many of them are just
going through the motions. I don't deride that. Life is hard. Just to keep on keeping on is
sometimes an act of courage. But I do worry about men and women functioning far
below the level of their potential.
8. We have to face the fact that most men and women out there in the world of work are
more stale than they know, more bored than they would care to admit. Boredom is the
secret ailment of large-scale organizations. Someone said to me the other day “How can I
be so bored when I'm so busy?” And I said “Let me count the ways.” Logan Pearsall
Smith said that boredom can rise to the level of a mystical experience, and if that's true I
know some very busy middle level executives who are among the great mystics of all
time.
9. We can't write off the danger of complacency, growing rigidity, imprisonment by our
own comfortable habits and opinions. Look around you. How many people whom you
know well people even younger than yourselves are already trapped in fixed attitudes
and habits. A famous French writer said “There are people whose clocks stop at a certain
point in their lives.” I could without any trouble name a half of a dozen national figures
resident in Washington, D.C., whom you would recognize, and could tell you roughly the
year their clock stopped. I won't do it because I still have to deal with them periodically.
10. I've watched a lot of mid-career people, and Yogi Berra says you can observe a lot just by
watching. I've concluded that most people enjoy learning and growing. And many are
dearly troubled by the self-assessments of mid-career.
11. Such self-assessments are no great problem at your age. You're young and moving up.
The drama of your own rise is enough. But when you reach middle age, when your
energies aren't what they used to be, then you'll begin to wonder what it all added up to;
you'll begin to look for the figure in the carpet of your life. I have some simple advice for
you when you begin that process. Don't be too hard on yourself. Look ahead. Someone
said that “Life is the art of drawing without an eraser.” And above all don't imagine that
the story is over. Life has a lot of chapters.
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12. If we are conscious of the danger of going to seed, we can resort to countervailing
measures. At almost any age. You don't need to run down like an unwound clock. And if
your clock is unwound, you can wind it up again. You can stay alive in every sense of the
word until you fail physically. I know some pretty successful people who feel that that
just isn't possible for them, that life has trapped them. But they don't really know that.
Life takes unexpected turns.
13. There's a myth that learning is for young people. But as the proverb says, “It's what you
learn after you know it all that counts.” The middle years are great, great learning years.
Even the years past the middle years. I took on a new job after my 77th birthday and I'm
still learning.
14. We learn from our jobs, from our friends and families. We learn by accepting the
commitments of life, by playing the roles that life hands us (not necessarily the roles we
would have chosen). We learn by growing older, by suffering, by loving, by bearing with
the things we can't change, by taking risks.
15. The things you learn in maturity aren't simple things such as acquiring information and
skills. You learn not to engage in self-destructive behavior. You leant not to burn up
energy in anxiety. You discover how to manage your tensions, if you have any, which
you do. You learn that self-pity and resentment are among the most toxic of drugs. You
find that the world loves talent, but pays off on character.
16. You come to understand that most people are neither for you nor against you, they are
thinking about themselves. You learn that no matter how hard you try to please, some
people in this world are not going to love you, a lesson that is at first troubling and then
really quite relaxing.
Those are things that are hard to learn early in life, As a rule you have to have picked up some
mileage and some dents in your fenders before you understand. As Norman Douglas said “There
are some things you can't learn from others. You have to pass through the fire.'
Life is an endless unfolding, and if we wish it to be, an endless process of self-discovery, an

endless and unpredictable dialogue between our own potentialities and the life situations in
which we find ourselves. By potentialities I mean not just intellectual gifts but the full range of
one's capacities for learning, sensing, wondering, understanding, loving and aspiring.
There's something I know about you that you may or may not know about yourself. You have
within you more resources of energy than have ever been tapped, more talent than has ever been
exploited, more strength than has ever been tested, more to give than you have ever given.
You know about some of the gifts that you have left undeveloped. Would you believe that you
have gifts and possibilities you don't even know about? It's true. We are just beginning to
recognize how even those who have had every advantage and opportunity unconsciously put a
ceiling on their own growth, underestimate their potentialities or hide from the risk that growth
involves.
Now I've discussed renewal at some length, but it isn't possible to talk about renewal without
touching on the subject of motivation. Someone defined horse sense as the good judgment horses
have that prevents them from betting on people. But we have to bet on people and I place my
bets more often on high motivation than on any other quality except judgment. There is no
perfection of techniques that will substitute for the lift of spirit and heightened performance that
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comes from strong motivation, the world is moved by highly motivated people, by enthusiasts,
by men and women who want something very much or believe very much.
 References:


 https://aginghorizons.com › 2005 › November

 https://www.themarginalian.org › self-renewal-gardner

 https://jamesclear.com › great-speeches › personal-rene...

 https://www.lotsofessays.com › viewpaper

 https://ssir.org › entry › self-renewal_john_w_gardner

 https://buildinginnovativebrands.stanford.edu › files
Q.5 Describe traits of a professional teacher.
Effective Teacher Traits
Teachers impact our learning, our development, and may even make a difference in what we
become. Historian Richard Triana examined the autobiographies of 125 prominent Americans
from the 19th and 20th centuries. He found remarkable consistency in the descriptions these
leaders gave of the teachers whom they admired most: 1) a command of subject matter, 2) a deep
caring and concern for students, and 3) a distinctive memorable attribute or style of teaching.
Triana summarized his findings: “I cannot emphasize enough how powerful this combination of
attributes was reported to be. These Americans believed their lives were changed by such
teachers and professors.”
How does one become the kind of effective teacher that truly makes a difference in the lives of
students? What is the effective teacher? What does the effective teacher do? What and how does
the effective teacher think? Answers to these questions are found in the work of developmental
psychologists Jean Piaget, Lawrence Kohlberg, and Thomas Lickona, as well as the
professionals who worked to implement their theories into the classroom.
Personal traits
Care for students was the most common personal trait found in my research of effective teachers,
while respect for students and parents was pointed to as a necessity for effective teachers to gain
credibility with students.
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 Caregivers who build their self-esteem, treat them in a moral way, and help them succeed
by providing opportunities for quick successes so they can feel good about themselves
and want to come back.
 Strong personal standards and continue to be learners throughout life.
 Respectful of students, as well as parents
 Highly conscientious and resourceful.
 Communicate that they know what they are doing and why they are doing it.
 Aware of themselves as moral philosophers and facilitators of moral growth.
 Ability to develop trusting and respectful classroom atmospheres
Teaching traits
All of the developmental psychologists agree that effective teachers encourage. Through
consistent use of positive words, actions and facial expressions teachers provide students the
hope to keep striving to learn and grow. They also agree effective teachers ask probing
questions to challenge accuracy and completeness of thinking in a way that moves students
towards their ultimate goal.
 Provides a well-planned, organized classroom environment conducive to students’
spontaneous learning.
 Uses Socratic “Why?” questions--students go beyond just giving their opinions as
teachers probe for the whys.
 Models respect by speaking the language of respect in interactions with students, and by
taking students’ thoughts and feelings seriously.
 Builds rapport with students that makes it easier for them to talk about problems, be
receptive to moral guidance, and care about what their teachers think.
 Uses rules as the starting point for effective instruction and learning—not the end point.
Starts the year with rules for things like homework practicing them repetitively so they
can master them.
 Serves as an ethical mentor, providing guidance through discussion, storytelling, personal
encouragement and feedback.
Intellectual traits
All of the developmental psychologists show that one of the most important intellectual traits of
effective teachers is to be life-long learners and role models for learning. They are as much
street smart, as they are book smart. These teachers have knowledge of their students, the
school, and the community in which they are teaching, and use this knowledge to uniquely
approach each student and head off, or solve problems, in the classroom. They spend time with
students outside of the classroom in settings that enable them to learn about their students’
passions, their dreams, and what they face each day in order to get to school. Their joy for
learning is shown in their actions. Those teachers who model high expectations for themselves
tend to get the same from their students.
 Constantly diagnosing each child’s emotional state, cognitive level, and interests by
carrying a theoretical framework in their heads.
 Enters the classroom prepared, feeling that they want to be there, and with the attitude
that we are all going to have a solid learning experience.
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 Active learners of moral issues, with the ability to bring them forth to students by
communicating the importance of curiosity, sensitivity and self-examination.
 Exposes students every day to people who are doing a variety of things to improve the
lives of others and these people experience a deeper fulfillment than can ever be found in
a bank account.
 Always learning about the human condition around the world.
 Knows the stage of development the student is in and as a result the capability of the
student
 Spends dedicated time developing a social conscience by participating in activities that
can make a difference.
The following points makes a Great Teacher
1. Excellent Communication Skills
 If a teacher's communication skills (verbal, nonverbal, and visual, which involve

speaking, writing, imagery, body language, and the organization of ideas into
understandable structures) are good, they can convey knowledge with better skill and
results.
 Since a large part of good communication is knowing when the audience has understood,
these teachers notice when they have communicated effectively and when they have not.
They will often paraphrase, illustrate, or take another tact entirely when it becomes
apparent that their communication has fallen flat or has not reached or connected to the
entire class.
 A good teacher notices when even one student among many does not understand, and
makes an effort to communicate individually when necessary.
2. Superior Listening Skills
In addition to being good communicators, good teachers also happen to be excellent listeners. As
the Turkish proverb says,"If speaking is silver, then listening is gold." Of course, effective
communication only happens when at least two parties are actively involved in the process
together, and the only way to know if communication is heard is by asking (and listening to the
answer).
So in an ideal learning environment, teachers ask important questions and then actively,
carefully, empathetically listen to what learners have to say. When good teachers develop this
patient quality in themselves, they start to become great. Great teachers listen hard and then use
what they hear to improve the communication.
Those who know, do. Those who understand, teach.
— Aristotle
3. Deep Knowledge of and Passion for the Subject Matter

There is a saying that a teacher is only as good as what they know. If a teacher lacks knowledge
in a subject, that dearth of understanding is passed along to the students. And keep in mind that
although formal education is one way a teacher might gain the knowledge they need in order to
teach well, there are other ways.
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Passion is infectious. Love of a subject matter inspires a person to learn more, dig deeper, and
think harder about it, so passion inspires deeper knowledge. The best teachers are those that
clearly love their subjects and pass that passion and desire to learn more on to their students.
When the teacher not only has the right answer to a student's question but can expand the
discussion with vivid examples, amusing illustrative anecdotes, and relevant facts, and when the
teacher has a deep well of understanding and expertise to draw on, then every lesson is enriched,
and every student might be inspired.
4. The Ability to Develop Strong Relationships With Students
It's not enough just to know what you're talking about, though, and a great teacher doesn't only
teach from the head. In the best classrooms, hearts are involved, as well. In order to create
successful learning environments, great teachers need to be able to build caring relationships
with their students. It is the caring student-teacher relationship that facilitates the exchange of
information.
The best teachers are often the ones that care the most deeply, not only about their jobs, but
about every student they serve. It's not enough just to love the subject matter: Great teachers also
share a love of students. Caring about the students is what inspires teachers to reach out, do
better, communicate more, ask, learn, refine, and improve. This is something that can't be taught,
not even in the best school.
5. Friendliness and Approachability

Because it's the teacher's job to help students learn, they must be easy to approach. Students will
have questions that can't be answered if the teacher isn't friendly and easy to talk to. The crabby,
unapproachable, terse, mean, arrogant, rude, all-business teacher can't last long. If the students
think of their teacher as their enemy, they certainly won't learn much. The best teachers are the
most open, welcoming, and easy to approach.
6. Preparation and Organization Skills
No matter how charming you are, if you show up for a class without an excellent plan for how to
teach your material, you won't succeed. Great teachers spend endless hours outside of the
classroom preparing, designing lessons, learning more (both about their subject matter
specifically and how to teach, in general), participating in professional development, and
thinking of fresh and interesting ways to reach the students.
The best teachers have excellent lesson plans, lectures, and assignments that they continually
improve. They have studied extensively and read widely about how to teach and methods to
facilitate learning. They structure their days, lessons, and units in a way that fosters maximal
understanding and interest. They collaborate with other teachers and attend classes to learn more
about their subject matter and how to best convey it. They are available outside of class, and they
grade papers quickly, writing personal notes to help their students understand.
A good teacher affects eternity; he can never tell where his influence stops.
— Henry Adams
7. A Strong Work Ethic
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Anyone who's done it knows that teaching is one of the hardest jobs there is. The secret that
keeps them going is that great teachers really, really want to be great teachers, and they'll stop at
nothing do succeed. A great teacher will do almost anything to help their students. They always
make time and they're always willing to help. If something doesn't work, they'll work tirelessly
until they find a solution. A teacher's work is never done but the best ones never stop trying, they
never quit.
8. The Ability to Build Community
The best teachers understand the importance of building supportive and collaborative
environments. In addition to forming caring relationships with each student, the best teachers
foster healthy and mutually respectful relationships between the students. They know how to
establish guidelines and assign roles to enlist every student's help and participation. Every
student feels like they are not only accepted by the larger group, but that their presence is a
necessary ingredient in the classroom's magic. Their classrooms are like little communities
where each individual plays a part and feels at home.
9. High Expectations for All
Studies show that a teacher's expectations have a huge impact on student achievement. The best
teachers have high expectations for all of their students. They expect a lot from each student, but
those expectations are both challenging and realistic. This doesn't mean they hold all students to
the same high standard, but instead that they know what each student is capable of individually
and strive to help each one attain their personal best.
Some of the more prominent and useful teaching strategies are outlined below:
 Active learning strategies put students at the center of the learning process, enriching
the classroom experience and boosting engagement. Use them to help students talk more
openly, think more creatively and — ultimately — feel more engaged in the process of
learning.
 Experiential learning activities build knowledge and skills through direct
experience, deploying a student-centered approach that empowers participants to take
learning into their own hands and apply it in an engaging context.
 Project-based learning uses an open-ended approach in which students work alone or
collectively to produce an engaging, intricate curriculum-related questions or challenges.
Encourage students to apply skills and knowledge they’ve developed in your classes, and
allow students to take their own approaches to develop an answer and deliver a product.
 Inquiry-based learning is a learning and teaching method that prioritizes student
questions, ideas and analyses. It is subdivided into four categories, all of which promote
the importance of students’ role in the development of thought-provoking questions and
ideas.
 Adaptive learning focuses on changing — or “adapting” — learning content for students
on an individual basis, particularly with the help of technology.
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 Cooperative learning involves delivering instruction through small groups, empowering

students to work together to build their understanding of a variety of topics and concepts.
 Differentiated instruction is most aptly defined by its responsiveness to students’
learning preferences, and involves the ongoing use of assessment to collect information
about where students are in their learning. Teachers apply this information to vary the
learning environment, instruction, and assessment and evaluation.
Final Thoughts
There is no single solution to the question of what makes a great teacher. To those who have
never taught, it is difficult to grasp how diverse and dynamic a skillset one needs to succeed in a
busy, demanding classroom setting. For some, these challenges are overwhelming. But they
don’t have to be. Consider these six qualities -- and the actionable methods for putting them into
practice -- to sharpen and develop your own skills. The results, as you may find, can make all the
difference.
References:


 https://www.snhu.edu › about-us › newsroom › education


 https://www.gordon.edu › teachertraits

 https://www.indeed.com › ... › Career Development

 https://owlcation.com › academia › Characteristics-Of-A..
 https://www.wgu.edu › blog › top-qualities-skills-good-...
 https://blogs.glowscotland.org.uk › 2015/10/12 › qualit...
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BIBI RABIA : CB650915 0

1. Define professionalism. Is teaching a profession? How? 2 – 8

3. Explain professional dispositions. Why are these necessary 13 – 18

4. Define self-renewal. Explain Gardner’s conceptualization of 19 – 23

5. Describe traits of a professional teacher. 24 - 28

Q.1 Define professionalism. Is teaching a profession? How? Give arguments.

“Professionalism’ is commonly understood as an individual’s adherence to a set of

Professionalism, the standards, practices, or motivations associated with a profession.

Here are 12 ways you can develop and practice professionalism:

2. Develop a professional image

BIBI RABIA : CB650915 3

Academic Path for A Teacher

Primary School Teacher

Secondary and Higher Secondary School Teacher

BIBI RABIA : CB650915 4

How to become a Secondary and Higher Secondary School Teacher?

College and University Teacher

If you want to teach students in colleges or universities or want to be called lecturers in

BIBI RABIA : CB650915 5

The continued professionalization of teaching is a long-standing goal of the Alberta Teachers’

BIBI RABIA : CB650915 6

BIBI RABIA : CB650915 7

 https://career.vt.edu › develop › professionalism

Q.2 What is professionalization? Describe characteristics of professionalism.

BIBI RABIA : CB650915 8

Professionalization is a process whereby occupations have become, or seek to become, publicly

The Process of Professionalization

Goals for Professionalization

Traditionally, Professionalization has had one or more of the following goals:

 to set up norms and improve the nature of the workforce;

An extra, regularly implicit yet significant objective is to build up a mutual arrangement of

Professional characteristics refer to the qualities a person exemplifies in a business environment.

7. Separates personal and professional

10.Effective time management

15.Possesses soft skills

Need of Professional Dispositions

Professional Dispositions in Education

1. Commitment to Students and Their Learning.

 Seven Thriving Dispositions.

 Agility and Adaptability.

The Areas of Learning

 Personal, Social and Emotional Development.

Professional Dispositions for Teacher Education Candidates Policy

 Adhere to program and school expectations

 Engage in ongoing learning

Professional dispositions of good teachers

 https://education.wsu.edu › teachered › professionaldisp...

Q.4 Define self-renewal. Explain Gardner’s conceptualization of self-renewal.

Gardner’s conceptualization of self-renewal

1. Self-renewing persons view life as open-ended.

2. Self-renewing persons make commitments.

3. They develop a sense of mutual dependence.

4. They keep learning.

5. Self-renewing persons are future-oriented.

Life is an endless unfolding, and if we wish it to be, an endless process of self-discovery, an

 https://aginghorizons.com › 2005 › November

Q.5 Describe traits of a professional teacher.