Teaching: A

Professional
Commitment
 Everyone enters this field
The field of early with a different
childhood education motivation, but it is
(ECE) attracts a wide essential that they share
range of teachers who the commitment to
come from a variety of teaching young children
backgrounds. and knowing the work
they do is important.
Interacting
•Our role takes on many subcategories
and in a day we can feel like a custodian,
a counselor, a plumber and a nurse.
with
Children •Teacher–child interactions—the spur-of-
the-moment crises, on-the-spot
decisions, caring and nurturing— bring
both satisfaction and challenges.

•Teachers intuitively use their knowledge

base, experience, and proven techniques
as they reach back in their minds for all
those things they know about children.
Managing
• This is something that is never really
mastered. It requires a balance of all the
things needed in the day. When to sit
the back and observe, when to engage or
interact, when to model, when to modify

Classroom behaviors and so on in constant activity.

• Caretaker in charge of maintaining a
safe environment
• Observer of and listener to children
• On-the-spot teacher trainer for
students, aides, and volunteers
• On-site supervisor for student teachers
• Liaison and communicator with parent
 From the moment the
teacher steps into the
classroom, she sets the
emotional framework. The
use of body language,
tone of voice, facial

Setting the
expressions, and verbal
and nonverbal
communication set the
tone for teaching and

Tone
When youChildren
learning. exude calm,
are
confidence, strength,
sensitive to adult moods
support, the result is a
and attitudes.
more relaxed, comfortable
atmosphere. When the
mood is tense, the tone of
the classroom is as well.
• When you believe that children
deserve respect and are intelligent,
capable human beings, the learning
atmosphere is lively and supportive.
• Tantrums, crying, resistance,
curiosity, impatience, emotional
swings, noise, and self-centeredness
are typical behaviors in the early
years as children strive to achieve a
sense of their separate selves. The
atmosphere that a teacher creates
in the classroom is a key element in
helping them through that process
Planning • The teacher notes where and how
children played, the quality of their
interactions, and possible next steps
and in the curriculum.

Evaluating • This process has its roots in

constructivist theory: teachers
watching and observing children to
Curriculum give meaning and support to their
learning. Early childhood teachers
use their observation skills, collect
data as they work with children, and
build emergent curricula around
their knowledge of actual classroom
practice and behavior.
Record
• The type and variety of records vary from
program to program. Report writing and
record keeping are essential to any good

Keeping early childhood program. Record keeping is

based on a number of factors:
• The purpose for which the records are used,
tracking children's progress or teacher
progress
• Philosophy of the school
• Teacher training process
• Commitment to quality and developmentally
appropriate practices
• As a means of family information and
education
• As a means of developing curricula
Some other • Attending meetings
• Organizing and collecting materials
things • Making Contacts and Connections

expected • Working with Families

• Maintaining the facilities to
upon an ECE regulation standards
• Grounds crew/Janitorial
• Making resources
Personal • All good teachers have dedication,
compassion, insight, a sense of
Attributes of humor, flexibility, patience, energy,
and selfconfidence. Other hallmarks
Early of a true professional are physical
and mental well-being, a sense of
Childhood ethical responsibility, and reliability.
Well-rounded teachers also know
Educators that their interest in the world at
large transmits itself to children
Self
• Reflective and critical thinking about your
teaching experiences gives you insights
that foster your growth and learning.

Awareness • Opening yourself up to the possibility of

learning from students stretches your
capacity to grow into relationships with
children based on mutual respect and trust.
• Opening yourself to learning from other
teachers creates a foundation for mutual
support, collegiality, professional
development, and deepening of friendships.
Self-knowledge—the process of examining
values and personal qualities—takes
courage and a willingness to take risks.
Accepting oneself is where to begin in
accepting children
Attitudes
• Values and attitudes weave their way into every
relationship and reflect the ethical framework
by which we live and teach.

and Biases • Personal histories are filled with biases. We have

opinions of what is “good” or “naughty”
behavior, about children who are messy, who
have odors, whose clothes are too big or too
small, who eat strange food, who don’t do what
girls or boys are “supposed” to do. Some of
these biases can be resolved, but only if a
teacher takes the time to examine personal
beliefs and biases
• An anti-bias approach requires a shift from
dominant culture thinking to a many-cultures
approach by assessing the influence of the
dominant culture’s language, teaching style,
curriculum, philosophy, and practices in early
childhood settings
Teacher
• Teacher burnout results when teachers
are faced with a demanding workload,
uncertain or inadequate rewards, and
Burnout other pressures that prevent work
effectiveness. Low morale, stress, and
disillusionment occur too often in a
profession in which staff quality is the
most important single factor in program
quality. At its most extreme, teacher
burnout can drive a good professional
out of the field altogether, a common
situation in early childhood settings and
one that creates one of the highest
occupational turnover rates.
What does
• 1. Exhaustion: being deeply and
relentlessly tired

Burnout • 2. Extreme graveness: having no

laughter or joy in your day

look like • 3. Anxiety: experiencing an unsettled

feeling that seems to be pervasive
• 4. Being overwhelmed: feeling that you
have no time to catch up
• 5. Seeking: wanting reflection time and
productive collaboration
• 6. Isolation; the feeling of being alone,
with appropriate professional support
Characteristics that • Friendly, supportive, and trusting staff relationships
• Emphasis on personal and professional growth
produce a healthy • Leadership with clear expectations who encourage
and positive school and support staff

climate that, in • Clearly defined roles and policies

turn, promote high • Fairness and equity regarding promotions, raises,

and other rewards
morale among the • Staff involvement in decision making
teaching • Agreement among staff on philosophy, goals, and
objectives
• Emphasis on efficiency and good planning
• A physical environment that promotes responsible
teaching and learning
• The ability to adapt to change and solve problem
• Becoming a professional teacher
takes time and the integration of
knowledge, training, and
experience. The strengths and
convictions that one has as a person
blend with those values that one
holds for working with children and
their families. Professional
standards and welldefined teaching
attributes form the basis for the
beginnings of professionalism.
Essential • Possess the knowledge and skills
• Abide by a code of ethics
Attributes of • Participate in continuing education,
a Professional professional development, and
professional affiliations
Teacher • Have knowledge of career options
• Engage in reflective teaching
• Become culturally competent
• Advocate for children and their
families
• Practice intentional teaching
Participate in • Creative and stimulating classrooms
are the product of teachers who
Continuing continue to learn more about how to
Education, teach.
Professional • Usually, this search leads to some
Development, and form of continuing education, such
as participation in workshops,
Affiliations courses, or seminars
Engage in • A reflective teacher stops, looks,
and listens. Reflective teaching is
the process of setting aside lesson
Reflective plans to look more closely at the
broader meaning of teaching. A
Teaching reflective teacher ponders each
experience, probing more deeply for
a greater understanding of what you
might have learned.
Engage in • A reflective teacher stops, looks,
and listens. Reflective teaching is
the process of setting aside lesson
Reflective plans to look more closely at the
broader meaning of teaching. A
Teaching reflective teacher ponders each
experience, probing more deeply for
a greater understanding of what you
might have learned.
Become • Today’s teachers need to build
strong family and community
relationships across all types of
Culturally cultural diversity

Competent • This has been talked about in every

aspect of our profession. It is
needed to create any sort of DAP
and a Centre needs to ensure its
teachers are prepared in this aspect
Team • In most circumstances you will need to
work in a team in this field. The Family
Childcare Centre perhaps has only one
Teaching: A employee but even it provides
opportunities for collaboration.
Professional • Other teachers, aides, and student

Collaboration teachers
• Volunteers
• Program directors and administrators
• School support personnel, such as clerical
and janitorial staff, food-service workers,
and bus drivers
• Families
• Consultants and specialists
Team • A typical group has a lead or head
teacher—someone who is trained in
child development or ECE.
Compositio Assistants with less experience and
training add support. Student
n teachers, interns, and volunteers
may round out the group.
Role
• In order to function successfully, each
person on the team must have a
satisfying role to play and to be
Definition appreciated for the special something
that he or she brings to the team.

and • A written job description helps teachers

understand the scope of their own
Satisfaction position, as well as those of other staff
members.
• A clear understanding of the roles and
responsibilities a teacher has is
essential for the teacher’s own sense of
well-being and for the smooth
functioning of the program
Flexibility
• It is important to adapt to the varying
needs of children, and equally
important to respond to the needs of
other staff members. Flexibility
involves a willingness to offer and
accept negotiation and compromise
to preserve the effectiveness of the
whole staff ’s effort. A professional
teacher has a willingness to change
with the changing needs of
coworkers, to be open to new ideas
proposed by others, and to help
children become comfortable with
flexibility and change
Open and • The ability to communicate
thoughts, concerns, and feelings to
Frequent others honestly and openly is
perhaps the most important factor
Communicati in promoting good team
relationships. Good teachers work
on at becoming better teachers by
developing skills in interpersonal
relationships with other adults, just
as they promote good social
relationships among the young
children they teach.
The three basic
reasons for
• To share
developing information
successful
communication links • To contribute new
with others on the
teaching staff are: ideas
• To solve problems
Mutual • Appreciating and accepting the
individuality of each team member
are as important to the success of the
Respect program as are appreciating and
accepting the individuality of each
and child.
• It helps to know what you have in
Acceptance common with your coworkers,
whether and how their teaching
philosophies differ from you and from
one another, and what values they
hold dear. You want to be clear about
what you want them to respect and
accept about you as well.
Sharing the • Tension among staff members can
arise from a sense of competition.
Teams function best when members
spotlight learn how to share their strengths in
ways that support the team without
creating a competitive atmosphere.
There must be a feeling of shared
success when things work well, just
as there is a shared responsibility
when problems arise
Why does • Variety of Adult Role models
• Support for Children
Team • Lightened workload
• Enriched Program
Teaching
work?
Evaluations • Evaluations are part of the privilege
of claiming membership in the
teaching profession
• No teacher can become truly
successful unless provisions are
made for ongoing evaluations that
provide a clear picture that confirms
strengths and pinpoints areas for
growth
Purpose of • To Define and Clarify Job
Responsibilities
Annual • To monitor teacher effectiveness
• To Identify strength and challenges
Review • To create a plan for Professional
Programs Development
• To determine employment
• To meet accreditation requirements
Who does the Components of an
evaluation? Effective
Self Evaluation Assessment
An effective evaluation
Supervisor evaluation process helps to
challenge methods and
Types of Assessment assumptions and to
Performance based identify ways to
assessment provide support for
Competency based growth and change
assessment Determine Goals and
Objectives
Follow • What follows an evaluation is critical
to the overall success of an
evaluation process. The important
Through thing to remember is that
assessment should be a continuous
process because without follow-
through, long-lasting improvement
is unlikely to occur.
Learning
• he student practicum experience provides opportunities to test
yourself as a teacher. Through this professional preparation, you
learn to:

Through the
• Connect knowledge and theory with classroom experience
• Discover how children function in groups and with other children
and adults

Practicum • Discover how children function in groups and with other children
and adults

Experience
• Intensive self-searching through self-assessment and reflective
dialogue
• Work with an on-site supervisor or mentor teacher
• Conduct group times and plan curricula
• Gain insights into yourself through ongoing feedback
• Approaches and strategies for developing relationships with
children
• Engage in DAP
• Appreciate the role of families in their children’s development and
learning
Things to • You are a guest in the Centre
• Know your role, do not overstep
always especially when communicating
with parents
remember on • Open Mind, you do not have to
your agree with everything you see or
hear but you do need to be
practicum respectful of others opionons
• You represent the college,
remember