The Professional Demeanor of a Teacher

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Introduction

To demonstrate professionalism inside the classroom and out, a teacher must be able to project an image of confidence, competence, and compassion. At the heart of professionalism is the cultivation of an authoritative persona and the nurturing of relationships to serve the best interests of the school and, above all, the best interests of the children. This brief essay will explore 10 attributes of teacher professionalism.

Colleagues

One of the most important areas in which a teacher must cultivate a professional demeanor is with one’s colleagues.

A teacher must be able to partner effectively with one’s colleagues, from principalsand school board members to fellow teachers. The teacher must recognize his/her role in fulfilling the mission of the school and partner with colleagues to identify and to adhere to best practices—and to remediate shortcomings. Levine (2011) asserts that “Research on the organizational norms and conditions of teaching in North America and England paints a portrait of teaching as work carried out largely alone” (31). Levine further goes on to show, however, the “Professional Learning Communities”, based upon intensive collaboration can optimize performance and satisfaction institution-wide.
A professional demeanor means being open to change and positioning oneself as a member of a team, not a free agent, working toward a common goal: the student’s success.

I believe that I will do well in these areas, though I am at times skeptical of change. I will need to be alert to my own professional biases and welcoming of the colleagues’ contributions.

Administrators

Teachers can demonstrate professionalism through performance and development, the third and fourth professional attribute to be discussed here.

Professionalism is revealed in a consistently superlative performance level, as teachers reliably exceed best practice standards, demonstrating to administrators a genuine love of the work.
Professional development is also key. A teacher must never stop learning him/herself. This demonstrates the teacher’s commitment to excellence and enhances his/her value in the school.

These attributes will be easy to demonstrate, because I love the profession and I will never

stop striving to improve.

Parents and Families

The fifth, sixth, and seventh attributes of a professional teaching demeanor relate to the relationship between teachers and parents.

A teacher must be respectful of families, especially parents. Even if teachers do not agree with parental behavior or perspectives, s/he must remember that the parent is the teacher’s first and greatest advocate. The parent, ideally, will be with the child throughout a lifetime. The parental role must be honored.
In addition to respect, the teacher must be sensitive to the distinct life experiences and values of the student and his/her family. While it is the teacher’s job to help prepare students for his/her happy and successful integration into mainstream society, this must not come at the expense of the family’s life and values.
A professional demeanor requires the cultivation of a productive relationship with parents. Mautone, Marcelle, Tresco, & Power (2015) assert that “family involvement in education, including the quality of family-school communications, has been demonstrated repeatedly to have a substantial effect on child development and success in school” (196).

The biggest challenge I anticipate in this regard is when my views of the child’s best interests differ from those of the parents. In cases like these, communication will be all the more important.

Students

Students are the motivation for cultivating the kind of professional demeanor that drives students’ success and ensures their love of learning.

When it comes to demonstrating professionalism with students, one of the most important attributes is the classroom environment. The classroom must be a safe, positive place for students to explore and inquire, thus demonstrating the teacher’s excitement for the work, students, and learning.
A teacher must also recognize the diversity of the student population. In their study of the needs of children and families from culturally diverse backgrounds, Rivera and Rogers-Adkinson (1997) found that “it is critical for practitioners, including educators and social workers, to become aware of cultural considerations to develop educational programs that are sensitive to the needs of these populations” (75).
The preceding attribute aligns with the last and perhaps most important attribute of a professional demeanor: the ability to recognize and honor the child as a person not simply as “just another student”. It can be too easy cover students’ individuality under a blanket of case studies, research data, and the jading influence of long experience.

As a teacher, I hope always to be able to remember that my students are my priority and

my reason. I seek always to recognize, validate, and serve each individual student.

Conclusion

The cultivation of a professional demeanor in teaching requires a concerted and consistent effort. The teacher must project an authoritative, learned, and compassionate image. At the same time, the teacher must masterfully build productive relationships with colleagues, administrators, parents, and students. Only then can the needs of students truly be met; only then will they receive the education they deserve.

References

Levine, T.H. (2011). Experienced teachers and school reform: Exploring how two different professional communities facilitated and complicated change. Improving Schools, 14(1), 30-47.

Mautone, J.A., Marcelle, E., Tresco, K.E., & Power, T.J. (2015). Assessing the quality of parent-teacher relationships for students with ADHD. Psychology in the Schools, 52(2), 196-207.

Rivera, B.D. & Rogers-Adkinson, D. (1997). Culturally sensitive interventions: Social skills training with children and parents from culturally and linguistically diverse backgrounds. Intervention in School and Clinic, 33(2), 75-80.