1. exceptional teachers: made or born? 2. accept difficult challenges in the workplace. 3. maintain...

1. Exceptional Teachers: Made or Born?2. Accept difficult challenges in the workplace.3. Maintain high expectations for student success.4. Address student’s life skill

questions.5. Respect their student’s resilience.6. Know how to deescalate

behavioral problems.7. Feel pride in even the smallest

accomplishments .

In addition…

Successful urban teachers use both non-verbal measures and overt acts while teaching and interacting their students (i.e., more commonly known as a teaching demeanor)

Teacher’s Demeanor Includes: a teacher’s overall outward behavior toward students, including verbal & non-verbal gestures

History: Tuckman Teacher Feedback Form

Cheering students, obvious friendliness, smiling, “pleasing demeanor”

Soft voice suggests “gentle demeanor” Inflexible or rigid behavior are often referred to as a “cold

demeanor” Some appear standoffish or “sober demeanor” “Dignified demeanor” suggests

leadership qualities Urban teachers struggle maintaining

a professional demeanor

“Triggers” refers to difficult student behaviors prevalent in urban schools, e.g. profanity, use of abusive language, lewd gestures, and violence

Urban teachers must be prepared to maintain their preferred professional demeanor when confronted with such triggers

A teacher should identify his/her own preferred professional demeanor, (e.g. The degree of approachability, manner of speaking, and tolerance for movement or noise.)

1/3 of all U.S. Teachers leave profession within first 5 years (Educ. Comm. Of the States, 2000)

A self-analysis of his or her professional demeanor can assist the individual’s teaching effectiveness and class management.

It also can reduce the tendency of teachers seeking a transfer from an urban school or leaving the profession all together.

* From R. M. Clements and A. Meltzer Rady, 2012, Urban Physical Education: Instructional practices and cultural activities (Champaign, IL: Human Kinetics), all rights reserved.

*

* From R. M. Clements and A. Meltzer Rady, 2012, Urban Physical Education: Instructional practices and cultural activities (Champaign, IL: Human Kinetics), all rights reserved.

* From R. M. Clements and A. Meltzer Rady, 2012, Urban Physical Education: Instructional practices and cultural activities (Champaign, IL: Human Kinetics), all rights reserved.

* From R. M. Clements and A. Meltzer Rady, 2012, Urban Physical Education: Instructional practices and cultural activities (Champaign, IL: Human Kinetics), all rights reserved.

* From R. M. Clements and A. Meltzer Rady, 2012, Urban Physical Education: Instructional practices and cultural activities (Champaign, IL: Human Kinetics), all rights reserved.

Explore other professional qualities ◦ “Gravitas” – coincides with the desire for self-control over one’s

emotions ◦ Poise under pressure◦ On-going determination ◦ Gravitas originated from Roman virtues meaning a “sense of dignity, seriousness, and continued duty to task at hand” (NovaRoma.org)

Strong teacher presence in gymnasium decreases likelihood of outbursts & fights

Posture of holding head up, standing straight, “gym voice” and acting decisively are attributes of successful urban teachers

Excellent self-confidence A teacher’s development of gravitas

improves ability to handle off-task student behavior

* From R. M. Clements and A. Meltzer Rady, 2012, Urban Physical Education: Instructional practices and cultural activities (Champaign, IL: Human Kinetics), all rights reserved.

Whenever possible, physically participate with the students

Show genuine effort when conveying teaching cues. Respect limitations with a smile. Praise success and encourage additional practice. Check to see that the student understands, and welcome

student feedback.

*

* From R. M. Clements and A. Meltzer Rady, 2012, Urban Physical Education: Instructional practices and cultural activities (Champaign, IL: Human Kinetics), all rights reserved.

*

*

* From R. M. Clements and A. Meltzer Rady, 2012, Urban Physical Education: Instructional practices and cultural activities (Champaign, IL: Human Kinetics), all rights reserved.

REFERENCESClements, R.M., & Rady, A.M. (2012), Urban Physical Education: Instructional practices and cultural activities. Human Kinetics.

Rady, A.M. & Schmidt, G. (2013), Attitudes toward physical education among urban middle school children. The Chronicle of Kinesiology in Higher Education: volume 24, no. 2, (pps. 4-8).

Educ. Comm. Of the States, 2000.

NovaRoma.org