Attitudinal Teaching Readiness
Following is a list of attitudinal readiness items that are common to teacher education programs. It is made available to you as a reminder that MKs deserve the very best learning environment available.
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| 1. Maintains a joyful classroom environment | |
| 2. Maintains a supportive environment | |
| 3. Articulates what learners should learn from lesson | |
| 4. Has the ability to articulate what learners should be able to do after the lesson | |
| 5. Sees their subject matter "whole," to the extent that they could continue to teach it well even if all textbooks and teachers' guides vanished overnight | |
| 6. Knows their learners and the environments from which they came and has a deep-seated and unshakable interest in them. | |
| 7. Calculates and plans for learners to be successful | |
| 8. Teaches goal setting, performance appraisal, and self-reinforcement | |
| 9. Offers rewards for good or improved performance and consciously by successive approximation guides learners towards intrinsic rewards | |
| 10. Models interest in learning and motivation to learn | |
| 11. Encourages learners to generate their own motivation to learn. | |
| 12. Minimizes learners' anxiety during learning activities | |
| 13. Projects enthusiasm for schools, learning, teaching, life-long learning | |
| 14. Exhibits interest in and appreciation for what learners are doing | |
| 15. During actual teaching of a lesson and as it evolves, contemplates how to improve it when taught again | |
| 16. Reflects at end of day, week, unit, grading period how own teaching might be improved | |
| 17. Manipulates class climate to minimize stress, thereby reducing down-shifting | |
| 18. Sends positive notes home to parents / guardians | |
| 19. Rotates group composition and responsibilities | |
| 20. Moves around classroom when in instruction mode | |
| 21. Makes short site visits (not long) to learners to answer questions when they were working independently | |
| 22. Facilitates groups of learners to produce bulletin boards that are correlated with lessons | |
| 23. Is inventive, resourceful, creative | |
| 24. Creates and rotates meaningful bulletin boards that correlate with lessons | |
| 25. Listens, and responds appropriately to learners | |
| 26. Responds appropriately when learners are angry, anxious, frustrated, discouraged | |
| 27. Models enthusiasm for learning | |
| 28. Takes photographs (not videos, but still or digital) of learners working on projects | |
| 29. Maintains an environment of relaxed alertness | |
| 30. Is sensitive to limitations of young children processing complex information (e.g. they can not carry on a conversation while putting on a coat). | |
| 31. Tends to do the things that have a higher priority during the morning, when it is easier to maintain attention of children (e.g. schedule individualized skill subjects in the morning and the less skill subjects in the afternoon). | |
| 32. Encourages learners with different interests and abilities to work together | |
| 33. Avoids power struggles | |
| 34. Maintains control of class and uses power judiciously | |
| 35. Is not influenced by other adults regarding learners | |
| 36. Is fair, honest | |
| 37. Is warm and nurturing | |
| 38. Has sense of humor | |
| 39. Facilitates the formation of class government by the children at the beginning of the year that has a minimum of rules | |
| 40. Is aware of learners who come from single parent families | |
| 41. Refrains from negative remarks including sarcasm | |
| 42. Is available and easily approached by learners | |
| 43. Maintains an attractive and inviting room with plants, books, aquarium, etc. | |
| 44. Controls temper and frustration level (keeps their cool) |