CORE PROPOSITIONS

Core Propositions

Core Propositions

1st Core Proposition

Teacher adjusts practice based on individual differences of students, he/she designs appropriate learning possibilities that vary as asserted by student learning methods and presentation modes. The teacher selects and creates learning knowledge that is appropriate for curriculum goals, applicable to learners, and founded upon values of productive instruction. This learning knowledge should cause students' former information, boost investigation and problem-solving, and construct new abilities on those before acquired. The educator conceives short-range and long-run goals that are acclimatized to scholar desires and presentation to double-check scholar progress. For students who have specific discovering desires, the educator makes befitting provisions in periods of time and attenuating components for work, jobs allotted connection and answer modes (Hartmut, 2008).

The teacher solicits and values data about students' knowledge, discovering behavior, and desires from a kind of sources. The educator values befitting services and assets to rendezvous outstanding learning needs. Teacher has a comprehending of how students evolve and learn and also stimulates student reflection on former information and connections new concepts to well renowned concepts, producing attachments to students' experiences. The educator accesses students' are considering and knowledge as a cornerstone for instructional undertakings by boosting consideration, hearing and interaction, and eliciting trials of scholar thinking.

Teacher delicacies scholars equitably, he/she conceives a discovering natural environment in which individual dissimilarities are highly regarded and values this data on a reliable cornerstone to attach direction to student experiences. Examples of individual dissimilarities include proficiency dissimilarities, handicaps or disabilities, communal or heritage backdrop, dialect, race, belief, or gender. The teacher communicates in modes that illustrate sensitivity to heritage and gender dissimilarities and values these dissimilarities to enhance and elaborate scholar learning. Examples include befitting use of eye communicate, understanding of body dialect and verbal declarations, and responsiveness to distinct modes of connection and participation. Teacher is committed to the development of the entire child, the teacher consistently assesses individual and group presentation in alignment to create direction that meets learners' present desires in each domain (cognitive, social, emotional, moral, and physical) and that directs to the next grade of development. As a support for young children, the educator converses with and listens to scholars, is perceptive and responsive to signs of anguish, investigates positions, and hunts for assist to help solutions.

2nd Core Proposition

Teacher illustrates how information in topics is created, coordinated and connected to other disciplines. The educator illustrates a command of his/her subject(s) and an comprehending of its matter, its factual information, its centered coordinating notions, and the modes new information is created. The educator uses appropriate curricula that boost scholars to glimpse, inquiry, and understand concepts from varied perspectives. The educator values interdisciplinary discovering knowledge that permits students to incorporate information, abilities, and procedures of investigation from some subject areas. Teacher instructions focused information of how to express a subject to students (Tsangaridou, 2006). The educator competently values multiple representations and interpretations of disciplinary notions to arrest key concepts and connection them to students' former ...