BLANCA MARINA RENDEROS MARIONA ENGLISH MAJOR TEACHING PERSPECTIVE INVENTORY 2014

Group of Learners reporting on: Adult Night School Learning about: reading and comprehension Learning setting: Face-to-Face, 20-39 Transmission Total: (Tr) 35 B = 13; I = 7; A = 15 Apprenticeship Total: (Ap) 41 B = 11; I = 15; A = 15 Developmental Total: (Dv) 38 B = 8; I = 15; A = 15 Nurturing Total: (Nu) 37 B = 14; I = 11; A = 12 Social Reform Total: (SR) 25 B = 6; I = 10; A = 9 -----------------------------------------------------------------Beliefs total: (B) 52 Intentions total: (I) 58 Action total: (A) 66 -----------------------------------------------------------------Overall Total: (T) 176

The purpose of my report is to know the ability that i have being a teacher, in terms of their beliefs, their intentions, and their actions. The teaching perspectives inventory results give a basic understanding of what areas of teaching describe their teaching style, as well as, other factors that affect their teaching methodology. After completing the TPI, all of my perspectives were in the 30s range except for transmission total. My apprenticeship score was 41, and my social reform was 25. Both the apprenticeship and nurturing perspectives on teaching for me personally are strongly held, while my developmental and transmission perspectives are moderately held. With a score of 25, my social reform perspective is weakly held. From the TPI outputs, it can be concluded that my effective teaching methods are derived of a combination of apprenticeship and nurturing perspectives. Since my transmission and developmental perspectives fall in the moderate zone, this also means there are some aspects of

both perspectives within my teaching methods. The apprentice ship score is one uses effective teaching methods as a process of socializing students into new behavioral norms and ways of working, while an individual with a strong held nurturing score assumes that long-term. By my social reform score being so low and weakly held, it also allows informs me that i do not see my teaching as a way to change society in substantive ways. Teaching perspectives are affected by numerous outside factors including environmental, social, and past experiences or advisory relationships. Even though each perspective score is unique to an aspect of effective methods for teaching, there are also important aspects about the relations between the different perspectives. My apprenticeship perspective was the highest (41) of my five perspectives and my social reform perspective was the lowest (25). Except for the social reform perspective, there is a gradual decrease between the four other perspectives, apprenticeship, nurturing, developmental, and transmission. The difference between apprenticeship and transmission is six points, but there are four points difference between apprenticeship and nurturing, and three points from developmental and transmission. The step-like decrease between the two groups may indicate my teaching style is still changing or the two sets are two different common thoughts about teaching. While taking the TPI, I made sure to keep my mind focused on one educational context, but this step-like decrease may indicate i was not successful. These scores also imply as a teacher, I realize areas where my students need guidance and direction, and within their own capabilities. This also correlates to my nurturing perspective since I tend to promote a climate of caring and trust, while helping student establish goals that are both challenging. With the results of the teaching perspectives inventory, the five perspectives on teaching can also be ranked in terms of dominance based on the individual scores. The level or height of the individual perspective score correlates to the particular perspective being dominantly expressed within the individuals teaching style. According to the TPI charts, my dominant perspective is apprenticeship (score: 41). My nurturing perspective (score: 37). My back-up perspectives are developmental (score: 38) and transmission (score: 35), which are good complements for the dominant perspectives within my personality. My score for social reform placed this perspective as my recessive trait based on the ranking of the TPI. Based on these results, it is clear I have a dominant desire to allow my students to learn at their own pace and become independent learners. In the case of my back-up perspectives, these results also show I have a tendency to look at the learning process from the learners point of view.

The overall scores of the five perspectives are composed of three smaller internal scores of beliefs, intentions, and actions. These sub-scores can be summarized as actions are what you do, intentions are what you want to accomplish, and beliefs are why you feel your actions are important. Transmission: To improve my teaching style, it is important to incorporate various aspects of the five perspectives of the teaching perspectives inventory. The first perspective, transmission, is centered on establishing a commitment to the content. One way to improve this perspective is to remain positive about the course material and be an enthusiastic lecturer. This can be accomplished by allowing an open dialogue in the class where students are able to ask questions or get clarification about issues that may arise throughout the learning process. Apprenticeship: The teaching perspective of apprenticeship explains the need of students to learn independently. One way to introduce this new way of learning is to develop teaching methodology that leads to independent thinking and learning on the students behalf. This can be accomplished with open forum type discussion where ideas are shared among the entire class, as well as, projects where learning can occur at the students pace and prefer to share their experience with others. Developmental: The developmental perspective of teaching is an ideal perspective for adult learners, since this perspective is focused on the learner and their viewpoint. It is important for a good teacher to have an understanding of the learners thinking process and adapt the course methodology to the students learning. Adult learners typically want to see the material they are learning has future applicability or else they do not see the worth of the course and tend to lose focus on the course material. The developmental perspective is one perspective that is becoming a core characteristic of good teachers and will remain prevalent in future instructors. Nurturing: The nurturing aspect of ones teaching perspective is a big indicator of dedication to ones job. It will be crucial to focus on the success of my students and get to know them on a more personable level. It is important to provide encouragement and support to their students when they reach difficult topics of the course material and to provide encouragement while instilling the development of reasonable goals into students without patronizing. Social reform: The final teaching perspective is social reform, a perspective where the teacher sees their teaching as having a change on society in the future through the students.