Teaching and learning dispositions

28 May

What is your teaching disposition?

Providing a short answer to this question has always been a struggle for me, because so much falls under the concept of teaching disposition: values, beliefs about teaching and learning, interaction styles,  even worldview. So, where to start?

Those who have been following my blog already know that I am very passionately supporting student-centered learning and teaching, so obviously my teaching disposition focuses more on  supporting  students’ individual learning processes than anything else.  Pedagogical skill is very high on my priority list.

Believing that everyone can learn is one of the fundamental dispositions in contemporary education. This belief doesn’t always seem to fit perfectly with standardized testing, or labeling schools (and sometimes even students) as “failing”, based on a quantitative snapshot evaluation that tells very little if anything about the learning process (i.e. the learning quality).

Being convinced that knowledge is much more than a fixed bunch of  facts (information) brings another dimension to the dispositions because it defines the extent of our teaching. We must prepare students for the world that is a complex mixture of cultures and diverse beliefs, and while memorizing disconnected pieces of information may be a nice trick in trivia game, students also need to understand the contexts and connections of that information. Where did it come from, and is it trustworthy?  And an especially important question is: how can we use it productively?

Unfortunately the discussions about the nature of knowledge are seldom highlighted in professional meetings, but it should be. Misusing information is easy because it is shallow and has no situationality or contextuality – these are qualities of knowledge, where an individual has constructed an understanding of how given information fits into her/his worldview, beliefs and values. The use of labels falls into the category of misusing information, and it often leads into otheringwhich is how we define “us” and “others”.

It is easy to sort people, categorize them and label their qualities. But, when we use labels and define the problem in education for example as underachieving students, it locates the solutions to fixing the students. Not education, nor instruction, but students. How scary!  This is how something we know from research and experience to be beneficial for students, their learning and their future (e.g. bilingualism) suddenly becomes a problem (e.g. ELL, underachieving).  Of course these diverse students score lower in the standardized tests.  But their individual learning processes may be incredible.

In order to effectively communicate to students about the  importance of individual learning process, two additional parts of teaching dispositions must fall into place: keeping my bias in check, and differentiating for students’ needs – not for the labels we too often attach to students (you know: ELL,  poverty, learning disabilities, behavioral needs etc etc).   When we keep on othering, we point our fingers to students, label them, and provide remedial education — without checking our bias (is the problem really the student, or maybe the environment, instruction or context?) and without differentiating for students’ individual needs.  This deficit thinking also seems to be the origin for the grit discussions. Have you noticed that nobody is asking for successful students to show more grit? It may be because they don’t need to persist, because they have gained the sufficient knowledge with informal learning, and are getting bored out of their minds in the classroom. But these seemingly successful students would really need to learn how to learn effectively something new, because nobody can be excellent in everything.

Recent research also recognizes the importance of teachers’ interaction styles and skills as mediators for learning, and suggest that setting limits is more beneficial for students’ learning than guilt-inducing appealing to students emotions[1]. This makes perfect sense from the viewpoint of dispositions: respecting the diverse needs and skills of learners also leads to offering every student an individual amount of freedom and choice and providing the information in student-sized chunks.

So this is probably the shortest description of my teaching dispositions:  focused on supporting students’ individual learning process I strongly believe everyone can learn, I do also understand the importance of connected knowledge, and I try to check my own bias regularly to avoid engaging in othering and keep on striving to differentiate for my students’ individual needs.

Oh… and our teaching dispositions are of course very close to our learning dispositions, but even more up close and personal. Learning dispositions regulate our learning efforts, our interests and motivation. The origin of learning dispositions is complicated, but they are partially born from our everyday learning experiences.

What kind of learning dispositions you think your students are creating? What is important and valued in your classroom?




1. Viljaranta, J., Aunola, K., Mullola, S., Virkkala, J., Hirvonen, R., Pakarinen, E., & Nurmi, J.-E. (in press). The role of temperament on children’s skill development: teachers’ interaction styles as mediators. Child Development.




2 Responses to “Teaching and learning dispositions”

  1. basdenleco May 30, 2015 at 2:24 pm #

    Fascinating article, resonates and causes one to definitely reflect on their own practice.


  1. Growth mindset for grit vs. empowerment | NotesFromNina - September 5, 2015

    […] because the contemporary learning theories highlight the subjectivity of learning, and the expected teaching dispositions are very clear about the need for all teachers to display the belief  that every student can learn […]

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