Reflection on Dispositions

An important part of teaching is the attitudes that teachers take towards their
professional responsibilities. The complexity of teaching can sometimes be extremely
overwhelming that it can affect our effectiveness in the classroom, to the point that
ultimately impacts student performance and students success. Thus, it is up to us to
uphold a constructive approach.
At Hunter I had lectures about how to overcome the challenges that teachers
face during my Educational Psychology: Applications to Adolescent Education course.
During this time I learned in theory that to be an effective teacher depended in having
clear and focused instruction, clear standards for classroom behavior, having positive
interactions with my students and a caring disposition. However, it was not until I was
doing my Students Teaching that I actually began to understand its significance. During
this time I was teaching youth between the ages of 18 and 21, some of which
immediately showed resistance to authority. Subsequently, I learned first hand that how
I related with my students had an impact on their experience in the class. Additionally, I
noticed that how I addressed them mattered. They were more likely to comply with a
task if I asked them. Moreover, demonstrating a caring disposition was the key for some
students to opening up, and so, I learned about their interests and goals, which in turn I
was able to use as a fuel as motivation to learn.
Furthermore, I also learned about the obstacles that these students that come
from low socioeconomic, and diverse cultural and linguistic backgrounds were facing in
obtaining an equal and effective education. I learned that misunderstandings, as well
as, misconceptions about where these students come from could lead to erroneously
lowering learning expectations. However, I also learned that these obstacles could be
overcome if I strategically use their literacy skills in their L1. From personal experience I

knew that ELLs could excel in mathematics without speaking English because they
already bring with them the basic foundations needed to academically grow. While it
was frustrating for them not to be able to communicate, I noticed that by adapting
instruction and emphasizing in mastery of the material made a difference in their
performance. I am glad I had the opportunity to teach them because it increased my
sensitivity of ensuring that all students learn.
In my Methods II: Intensive Study of Teaching Diverse Learners in Mathematics,
we discussed how to make mathematics more accessible to students who have been
unsuccessful in learning it the traditional way. Here we took new and creative
approaches to topics offered particularly in middle school classrooms. The objective of
the course was to teach us how to go back to the basics of mathematics. The rational
was that students academic growth depends on how strong their foundation in the
basics is. And, so, we touch on those topics that often confuse students and we tried to
identify where difficulties would arise. Another component to help the students make
gains was to use simple terms that the students understand. Much too often, when we
are explaining new or already learned concepts we get caught up using academic
language that a struggling student has/did not learn and therefore prevents him/her from
understanding what we are talking about. Thanks to this course, I have learned some
strategies to trace down where my students are having difficulties and I have some
knowledge of how to work around those difficulties.
Additionally, I recognized that to establish a culture of learning it was imperative
to maintain a positive classroom atmosphere conducive to learning. However, despite
having clear standards for classroom behavior and clear consequences for
overstepping the bounds, students would break the rules. Nonetheless, I learned that by
consistently and fairly applying the consequences relevant to the situation, and
reasonable in scale, the students would regain self-control.

The courses that I have taken at Hunter, and my experience in Fieldwork and
Students Teaching, surely have impacted my attitude towards students learning. I
realized that students academic growth depends on a solid foundation in mathematics.
Thus, recently I became a member of the National Council of Teachers of Mathematics
so that I may have access to their website and continue my learning on how to present
mathematics in a more effective method. Additionally, whenever possible I attend
workshops that focus in teaching techniques that optimize student learning in the
classroom. I understand that in order to be most effective in my teaching, I must also
continuously professionally grow.