Disposition assessment tool through scenarios

1. Disposition Assessment Tool through Scenarios
Aligned InTASC standard 9o
Aligned CF competencies 3c
Aligned College Outcome 9
Scenario 1
Disposition:Attitudes towards the
profession
A teacher who works in the school where you have been assigned to do your student teaching
always says: “We are tired, we can’t teach, teaching is a daunting job, we don’t have the time
to watch every student”. S/he even tells you that joining the College of Education is the biggest
mistake of your life. You feel like you want to give an immediate response to this teacher. You
stand up and face /him to give a reply. What would you say?
I am going to tell her that she inters the path and she has to be positive since she becomes a
teacher. Being a teacher is a great occupation. She has to be enthusiastic and motivated because
her attitude will effect on students achievements and attitudes toward learning. And it might
get rid of some of the student’s dreams of being them, teachers. She has to stay positive and
think about teaching as a professional job and the best thing she got in her life. There many
other people who hope and wish to get the passion she has for that she has to thank God for
giving her this chance to be in a situation and duties that our messengers were did

2. Aligned InTASC standards
2l, 2m, 2h
Aligned CF competencies 2B
Aligned College outcome 2
Scenario 2
Disposition: Diversity
You overhear your colleagues speaking about one of your pupils. They say that there is not much sense in
teaching him as he cannot understand and that he will drop out early anyways. Your own experience with the
child is that he is willing to learn and intelligent, but sometimes mixes up letters and has problems concentrating
in the classroom. He tends to withdraw from social activities.
Do you agree with your colleagues? If not, what can you do to assist this child in his learning process? And
how can you address the issue with your colleagues?
I don’t agree with her at all. I’ll take care of that.
Student and I will give her more practice since we have a period to help students who are a low achievement.
I make a booklet for those students which include practices and exercises to improve their abilities and levels
in English. Some of the exercises are matching, completing and reading; they are low level to suet the level of
those students. In the classroom, during the lesson, I used Peer tutoring which is where one student may help
another to learn subject material. Even when we do tasks in pairs I tend to let each high-level student with one
student who is low level. This will motivate the student and give her some confidence and she will participate
in the class too. I encourage her to wonder out loud and share her thoughts. I remind her of the answers and I
make connections between what we learn and what they already knew to make sure she gets the idea and to
know why the answers is that answer. I tend to use technology in my class because my students will be excited
to learn that they are in control of their learning. I show them how to find the videos and pictures. Often low
performing students are unable to participate in activities that build school spirit and positive self-awareness

3. because the entrance is based on excelling at academics or sports. I think a group that builds leaders through
positive activities may be just the way to help a struggling student thrive. I used multiple ways for students to
engage through classroom discussion and sharing. Also, kids need to know they are seen. So I tend to look a
student in the eye and talk about her work. I believe that my relationship with each student is at the heart of
learning. I bring additional resources to class because sometimes students are turned off by the style or approach
of the certain curriculum. So bringing a different perspective into the class will re-engage this student who is
turned off by your current materials.

4. Aligned InTASC standards
9a, 9k, 10r
Aligned college outcome 9
Scenario 3
Disposition: Lifelong
learning
Some of the teachers in the school you have been assigned to graduated more than ten years ago. While
observing their classes, you realize that they are not aware of latest developments in your field of teaching.
Even the methods of instruction and assessments seem outdated to you. You think about how to address this
topic with your older colleagues. How do you imagine yourself in your profession after ten or more years?
What could make your professional future similardifferent from your colleagues’? How would this affect
your teaching practices?
I think I will not allow myself to reach this statue because I have to improve my skills and enhance my
knowledge day by day. I think of completing my studying after graduate which is one way to put myself in a
position which I have to read and search a lot. I have to get in the zone. Not only will these be my most
productive moments in life but it will be a boost to my confidence that will alter the decisions I make
elsewhere in life. I have to learn something new. From time to time I should pick a topic, preferably something
I know nothing about and learn something about it. A good source of inspiration for this can be the newspaper
or studies and make a note of what I learned. Also, I can debate something. If I think I know about something,
nothing will prove it like arguing it with someone who's smarter or more informed than me. So I can find a
friend I can debate with who has ideas that are different from mine and who won't be offended by debating
this can provide me with some of the best mental stimulation possible. Another way id the Scientific
research which shows the vital importance of knowledge, memory and practice. My Background
knowledge is vital for all skills, including reading, critical thinking and problem-solving skills. Furthermore,
deliberate practice is vital for all and any improvement in teaching, learning, and anything else, from sport to
music. I think if my In my English classes, the more knowledge my pupils have about the text and context,
the more perceptive their analysis is. Mnemonic cues and recall exercises prevent them forgetting what
they’ve learned.

5. And extended writing practice drills with precise, instant feedback have dramatically accelerated my pupils’
achievement. All of those steps I have to stick on it to keep my quality in teaching move forwarding.
Aligned InTASC standards
6c, 6g, 6L, 9c, 9h, 9L, 9j
Scenario 4

6. Aligned CF competencies 2D
Aligned college outcome 7
Disposition:Using
assessment data,
Taking responsibility
A large number of students in your class perform poorly in tests and continuous assessment.
What can you do to understand the reasons? What could be the reasons? What action plan
would you take to address this? Would these test results have any impact in your teaching?
Explain how.
Poor scores on tests or exams are caused by factors within one’s controller factors beyond one’s
control or both. Since there are factors you might not be able to control directly, it’s advisable to
tackle the ones you can control. For example, A student May Not Know How To Study
Productively Most of the students do not know the proper method of doing the study. They think
study means merely reading the words of their lessons. Studying something means to learn and
understand. Reading should be done with full concentration to learn and grasp the idea in each
sentence of the lesson. Also, a common problem of the majority of the student that their preparation
for their exam is misdirected. Moreover, a student may not be aware how to answer according to
the nature of question There are various types of exams having different types of questions. Every
type of question should be answered in its proper way. A student should learn how to write his
exam, how to start and end the exam. The action which I will take to address is practising with a
lot of questions, making sure I address their weaknesses headlong and consolidate on their
strengths. Such that, their confidence level is enormously boosted, and they would be assured that
whatever comes test day, they are prepared for it. I will get past question sets, familiarize students
with the questions, and I will review painstakingly with them and study those concepts they need
to know. I have to make sure that in the next test they’ve to be prepared, and confident they'll do
well on the test. I think if it will affect my teaching this will make me feel upset because it could
be because of me! If I didn't look for the reason seriously. But at the same time, I have to not let
this thing effect on me hard working as a teacher and I have to find a solution to recover this gap.

7. Aligned InTASC standards
10 c, 10n, 10b
Aligned CF competencies 2F
Aligned college outcome 6
Scenario 5
Disposition:
Collaboration
Now that you are at school, you realize that collaboration with other teachers in particular
and the whole school community in general is essential. Explain how you have reached this
realization. What steps are you taking to strengthen collaboration with others? What do you
use collaboration for?
I reach the realization of the importance of collaboration when I need from other teachers to change
with me in the lesson period for the observation and when we have a workshop at the university so
we need someone to take our places . Furthermore, when I need for some stuff for my lessons and
to know how to deal with such issues. Actually, when a teacher needs information or advice about
how to do her job more effectively, she goes to other teachers. She turns far less frequently to the
experts and is even less likely to talk to her principal. Further, when the relationships among teachers
in a school are characterized by high trust and frequent interaction that is when social capital is
strong student achievement scores improve. I think that teacher's collaboration may enhance learning
for both teachers and students because When teachers have opportunities to collaborate
professionally, they build upon their distinctive experiences, pedagogies, and content also teachers
who work on teams report a greater skill variety and knowledge of student performance, which, in
turn, improves student outcomes. In the school I trained in they have also developed support teams
for teachers to identify and address students’ learning needs and my collaborative teacher engaged
me in it. Another benefit of teacher collaboration is that it can even be demonstrated when teachers
are discussing lesson strategies or student’s needs during planning time.

8. Aligned InTASC standards
10.d, e, g, l, m, n
Aligned CF competencies 2f
Aligned Program outcomes 5, 6
Scenario 6
Disposition: Collaboration with the community/families
A teacher in your school told you that there was a plan that the principal prepared last year for
family and community collaboration to support student learning. The plan involved monthly
meetings at different venues and times so as to reach out to all parents who cannot go to school in
the morning; however, it was impractical and mostly unimportant, so they did not implement it. Do
you agree with your colleagues’ opinion? Do families and local communities play any role in
students’ learning? What do you think your school’s plan for this year should involve in terms of
goals and means of interaction and collaboration? What is your role as a teacher in this?
I reach the realization of the importance of collaboration when I need from other teachers to change
with me in the lesson period for the observation and when we have a workshop at the university so
we need someone to take our places.Furthermore, when I need for some stuff for my lessons and
to know how to deal with such issues. Actually, when a teacher needs information or advice about
how to do her job more effectively, she goes to other teachers. She turns far less frequently to the
experts and is even less likely to talk to her principal. Further, when the relationships among
teachers in a school are characterized by high trust and frequent interaction that is when social
capital is strong student achievement scores improve. I think that teacher's collaboration may
enhance learning for both teachers and students because When teachers have opportunities to
collaborate professionally, they build upon their distinctive experiences, pedagogies, and content
also teachers who work on teams report a greater skill variety and knowledge of student
performance, which, in turn, improves student outcomes. In the school I trained in they have also
developed support teams for teachers to identify and address students’ learning needs and my

9. collaborative teacher engaged me in it. Another benefit of teacher collaboration is that it can even
be demonstrated when teachers are discussing lesson strategies or student’s needs during planning
time.