Domain C: Dispositions

Dimension7. Respect for Others

In my upbringing, respect is fundamental as a way of interaction at the interpersonal relationship
level. I was taught that in order to interact with others in a productive manner, it is important to
demonstrate courtesy and respect. Hence, the connect that there must be courtesy and respect
within a classroom is something I understand very well. Nevertheless, effectively maintaining
respect within a group of 20 to 25 diverse students does require planning and determination. As a
teacher, therefore, it is important to establish the rules of behavior on the first day of class.
Students need to know clearly what is expected of them and what is to be considered
inappropriate behavior. It is necessary that the teacher be firm but not overpowering when going
over these rules. It is also important that the teacher be fair and consistent when applying these
rules. Students should not feel that they are being singled out in the application of these rules. As
myself, the teacher, I know I must be the role model of respect and courtesy by showing the
highest level of patience and tolerance. This is essential to maintain a continual level of respect
and courtesy from students. During my interactions with students, I understand I must refrain
from yelling or speaking in a tone which reflects anger. Students will often interpret this as a
teacher's disrespect for them. Moreover, students need to exhibit the same level of respect to
other students in the classroom as they do towards the teacher. It is in a classroom of low stress
where students learn the most. Consequently, respect and courtesy are qualities I hold very high
when it comes to evaluating the classroom environment I have generated. A respectful
environment provides a space where both students and teachers can enjoy the experience of
learning. The artifact for Respect for Others is the final paper for SEDC 204 Adolescent

Development. In this course, I studied the different educational theories and principles that
related to grade 7 -12. This final paper described how different teachers facilitated students
learning and developed their talent based on student's levels.

Dimension8. Dedication to Teaching

I am a firm believer that education is not a science but rather an art. Having said this, I do
understand that with all of my rational planning and preparation, there are unforeseen variables
which can impact the successful execution of a lesson plan. It is not rare to find that a well
structured lesson plan proves to be a disappointing failure. So what does this suggest? I suggest
that this substantiates my claim that education is an art and as such must to the degree possible
mold itself to the character of the teacher so as to bring forth the best traits of the teacher in a
way that can energize a class. For this, a teacher must do an in-depth assessment of him/herself
to identify the strength of those traits can be utilized in the creation of a dynamic learning
environment. They need to explore their full creative potentials so as to come up with new ideas
and ways of doing things. A teacher must not be afraid of failure. Failure is part of the learning
process and having a lesson plan fail in its objectives should be seen as a learning moment where
one takes away an experience which can help in future planning. Therefore, failure should not be
seen as a sign of weakness on the part of the teacher, but rather as a natural outcome of a creative
attempt. Another aspect I believe a dedicated teacher will find very beneficial is the flexibility to
note and be prepared to make modifications to ideas that are not working. This flexibility allows
a teacher to recapture the momentum of a failing approach to a fresh approach with renewed
vitality. Hence, a teacher needs to have a positive attitude regardless of the periodic failures that
occur during their teaching.

Dimension9. Commitment to Professionalism

As an aspiring math teacher, I am fully committed towards enriching my professional training

taking advantage of tools which become available to help me in this endeavor. In my current
student teacher assignment at a local high school in the Bronx, I have made every effort to reach
out to those teachers willing to support my professional development. I have done this by putting
myself at their disposal in terms of providing whatever assistance I can offer. This has allowed
me to be exposed to not only the planning and strategy of teaching, but also the logistics of the
same. Teachers I serve as student teacher have opened their craft to me providing me with
copies of their lesson plans and input into the creation of the same. They have taken me under
their wing as a person ready and willing to assume roles that benefit not only them but most
importantly the students. I have taken part in parent teachers meetings where I have been allowed
an active role in providing parents with the academic progress of their children. I have
volunteered in after school activities, such as being chaperone at the schools movie night. During
my student teaching, the cooperating teacher provided me with invaluable insights to teaching
strategies will I plan to incorporate in future lesson planning. Overall, I feel that my commitment
to professional growth has encouraged teachers to assist me along this path. Moreover, I was
motivated by the DASA workshop I attended where the need for a safe environment free of
discrimination, intimidation, bullying, and harassment were highlighted. Indeed, it is with these
experiences that I move forward in my professional commitment to be the best math teacher I

can constantly re-evaluating and updating my teaching methodology. Furthermore, I am a

member of Pi Mu Epsilon National Mathematics Society.