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    Thornton Reading 3

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    The document summarizes key aspects of being a responsive teacher according to Thornton's article on teacher dispositions, including being student-focused, pushing student thinking, and empowering student agency. The author identifies struggling with being fully student-focused and with collaborative success criteria. However, they express a willingness to learn and a growth mindset. Class discussions reinforced that teacher dispositions profoundly impact whether one is responsive. The author is challenged to improve their disposition and is curious to analyze their own teacher-talk through an upcoming assignment.

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    Thornton Reading 3

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    The document summarizes key aspects of being a responsive teacher according to Thornton's article on teacher dispositions, including being student-focused, pushing student thinking, and empowering student agency. The author identifies struggling with being fully student-focused and with collaborative success criteria. However, they express a willingness to learn and a growth mindset. Class discussions reinforced that teacher dispositions profoundly impact whether one is responsive. The author is challenged to improve their disposition and is curious to analyze their own teacher-talk through an upcoming assignment.

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    The document summarizes key aspects of being a responsive teacher according to Thornton's article on teacher dispositions, including being student-focused, pushing student thinking, and empowering student agency. The author identifies struggling with being fully student-focused and with collaborative success criteria. However, they express a willingness to learn and a growth mindset. Class discussions reinforced that teacher dispositions profoundly impact whether one is responsive. The author is challenged to improve their disposition and is curious to analyze their own teacher-talk through an upcoming assignment.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    150 views2 pages

    Thornton Reading 3

    Uploaded by

    api-360970534
    The document summarizes key aspects of being a responsive teacher according to Thornton's article on teacher dispositions, including being student-focused, pushing student thinking, and empowering student agency. The author identifies struggling with being fully student-focused and with collaborative success criteria. However, they express a willingness to learn and a growth mindset. Class discussions reinforced that teacher dispositions profoundly impact whether one is responsive. The author is challenged to improve their disposition and is curious to analyze their own teacher-talk through an upcoming assignment.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 2

    Thornton’s ‘Dispositions In Action’ Reflection and Response:

    (Note: Everything in r​ ed ​is adaptations due to feedback from Cameron, my critical friend)

    From Thornton’s (2006) article on the effect dispositions have on practice, the key
    characteristics and/or qualities I have identified as essential to being a responsive teacher are:
    - Relationship centred,
    - Student-learning focussed (​how and why focussed, rather than the basic who and what)
    (A focus on students understanding why they are learning what they are learning, and
    students understanding the how of topics),
    - A desire to push students thinking, which is done through open questions that require
    depth of thought,
    - Trusting ​and empowering ​students to do the task, within boundaries but giving them
    freedom to operate,
    - Allowing student creativity to flourish,
    - Focus on student agency and student voice,
    - Focus on student ​to student​ collaboration,
    - Teacher and student cooperation,
    - Willingness to relinquish ‘authority’ to allow student voice.

    In light of these identified qualities,​ the ​an​ aspect​s​ that I would struggle with is “student-learning
    focussed” ​as opposed to transmission focussed​. I ​do not know​ am unsure as to​ what that looks
    like across the different year levels, and how to do it effectively. I have nothing to base it off, so
    it is a daunting thing. ​Another aspect of the “student-learning focussed” teaching is ​I also
    struggle with​ student-teacher collaborative ​and cooperative​ success criteria, as, again, I do not
    know what that looks like, how to do it effectively, how much guidance the teacher gives. I want
    to see this in practice.
    Despite my personal feelings about these aspects, I am willing to learn and give them a try. This
    links in with an aspect of the Bethlehem Tertiary Institute Graduate Profile which states that
    student-teachers will be teachable, with a growth mindset. I want to have a growth mindset, and
    I recognise that I will always be learning new things and ways to incorporate different learning
    and teaching practices to encourage effective learning.

    During a session of the Professional Inquiry, Personal Integration paper, the class broke up into
    small groups and had a discussion around this Thornton article. ​From the small group
    discussion in class, it became apparent that even if two teachers have the same values,
    pedagogy and content knowledge, their dispositions will affect whether or not they are a
    responsive teacher. This reinforces the reading as members of the group were able to identify
    teachers they had had in school who made a positive impact on their lives due to their
    disposition. I am challenged to try and review my disposition so that I have a positive impact on
    students’ learning, as it is blatantly apparent that ​it is this that is the​ ​dispositions are the
    game-changer. In light of this discussion and the reading, I am thankful that one of our
    assignments for this course is the Research Report, which analyses our own teacher-talk.
    Thornton talks about how the only way one’s dispositions are really evident is in the words they
    use and the tone. I am excited and nervous to see what my natural dispositions are - whether
    responsive or technical.

    References:
    Thornton, H. (2006). Dispositions in action: Do dispositions make a difference in
    practice? ​Teacher Education Quarterly, 33​(2), 53-68.

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