Teachers’ attitudes, beliefs, and disposition are crucial in efforts to understand and improve educational processes and professional development. Essentially, all these aspects are closely linked to the strategies established for teachers to cope with challenges that they face with their daily professional life at school. Additionally, these concepts play a crucial role in the well-being of teachers, an aspect that ensures they carry out their duties effectively. These dispositions are also important as they help shape the learning environment for students; moreover, they influence student’s motivation and achievement in school (Bloom’s, 1965).
In order to become a great teacher, there are several objectives that need to be achieved; first, you must ensure that your teaching style suits the needs of your students. Consequently, a teacher should be assertive and firm; although you should befriend your students, it should not go far. Another plan is making the lessons relevant to their lives to keep them engaged; in efforts to ensure that they understand a certain concept, teach in a variety of ways. Arguably, being a great teacher is important as it enables one to help all students understand and achieve their full potential (Anderson, " Krathwohl, 2001). Also, it is an opportunity to serve others and encourage those behind you to aspire to good teachers.
A teacher’s inner curriculum is a plan established in efforts to address the inner life of the students. It is a learning process, which is aimed to make a teacher se, understand, retain, and appreciate information used in the school environment. Arguably, inner curriculum enables a teacher to identify and control their internal world of sensations, feelings, and thoughts, and enable them respond appropriately to their students (Seddon, 1978). It is the aspect that provides an inner drive for teachers; through their hard work, they improve the quality of the learning process, and consequently, that of their students.
References
Anderson, L. W., " Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing:
A revision of Bloom’s taxonomy of educational objectives, abridged edition. White
Plains, NY: Longman.
Bloom’s, T. M. E. (1965). Bloom’s taxonomy of educational objectives. Longman.
Seddon, G. M. (1978). The properties of Bloom’s taxonomy of educational objectives for the
cognitive domain. Review of Educational Research, 48(2), 303-323.
