CC BY
5OPENNESS AND POLTENESS IN THE MODERN IMAGE OF THE FUTURE ELEMANTARY SCHOOL TEACHER
Khalikov A'zam Abdusalomovich
Professor of the TSPU named after Nizami
Doctor of Pedagogical Sciences https://doi.org/10.5281/zenodo.10408957
Abstract. This research paper explores the significance of openness and politeness in shaping the modern image of the future elementary school teacher. In today's education landscape, teachers are expected to possess strong interpersonal skills that contribute to positive relationships with students, parents, and colleagues. This paper examines the role of openness in embracing diversity, fostering collaboration and communication, and encouraging reflective practice. Additionally, it delves into the importance of politeness in establishing a respectful classroom climate, effective classroom management, and engaging with parents. By analyzing the impact of openness and politeness on the professional identity of future elementary school teachers, this research paper sheds light on the characteristics necessary for creating inclusive and nurturing learning environments.
Keywords: openness, politeness, elementary school teacher, professional identity, inclusive education.
In the modern educational landscape, the image of the future elementary school teacher is shaped by the qualities of openness and the ability to embrace diversity. This section explores how openness contributes to creating an inclusive and supportive learning environment, promoting collaboration and communication with stakeholders, and fostering reflective practice for continuous improvement.
Embracing diversity in the classroom is a crucial aspect of openness for future elementary school teachers. By valuing individual differences, cultivating an inclusive curriculum, and addressing bias and stereotypes, teachers can create an environment that celebrates diversity and promotes a sense of belonging for all students.
a. Valuing Individual Differences:
Open teachers recognize that each student is unique and brings their own set of strengths, backgrounds, cultures, abilities, and experiences to the classroom. They appreciate and respect these differences, creating an inclusive learning environment where every student feels valued and accepted. Open teachers foster a sense of belonging by ensuring that students' diverse perspectives are acknowledged and celebrated.
b. Cultivating an Inclusive Curriculum:
Open teachers actively incorporate diverse perspectives, cultures, and identities into their curriculum and instructional materials. They go beyond the traditional canon and include resources that represent a variety of cultures, ethnicities, genders, abilities, and socio-economic backgrounds. By doing so, they expose students to a broader range of experiences, promote empathy, and foster a deeper understanding of the world around them.
Open teachers also ensure that students see themselves represented in the curriculum. They use inclusive materials that reflect the diversity of their student population, allowing students to
connect their own experiences with what they are learning. This representation helps students develop a positive self-image and a sense of pride in their identity.
c. Addressing Bias and Stereotypes:
Open teachers actively challenge biases and stereotypes in their teaching practices. They create an environment where students feel safe questioning and examining societal norms and stereotypes. By encouraging critical thinking, open teachers help students develop a more nuanced understanding of diversity and challenge preconceived notions.
Open teachers also foster discussions that promote empathy and understanding. They create opportunities for students to share their own experiences and perspectives, as well as listen to and learn from others. By facilitating respectful dialogue, open teachers create a space where students can challenge stereotypes, broaden their perspectives, and develop empathy towards others.
Collaboration and communication with stakeholders are vital aspects of openness for future elementary school teachers. By building positive relationships, fostering collaborative partnerships, and engaging with parents, teachers can create a supportive and inclusive educational community.
a. Building Positive Relationships:
Open teachers understand the importance of building positive relationships with their students. They value each student as an individual and create a classroom environment that fosters trust, respect, and a sense of belonging. They actively listen to students, show empathy, and respond to their needs and interests. By establishing positive relationships, open teachers create a safe and supportive space where students feel comfortable expressing themselves and engaging in meaningful learning experiences.
b. Collaborative Partnerships:
Open teachers recognize the value of collaboration with their colleagues. They actively seek opportunities to share ideas, resources, and best practices. They participate in professional learning communities, attend workshops and conferences, and engage in collaborative problemsolving. By working together, open teachers can enhance their teaching strategies, share innovative approaches, and create a supportive network that benefits both themselves and their students.
c. Engaging with Parents:
Open teachers understand the importance of involving parents in their child's education. They maintain open lines of communication, keeping parents informed about their child's progress, achievements, and challenges. Open teachers actively seek input from parents, valuing their perspectives and experiences. They provide opportunities for parents to participate in school activities, parent-teacher conferences, and decision-making processes. By engaging with parents as partners in their child's education, open teachers create a strong home-school connection that supports student success.
Reflective practice is a key element of openness for future elementary school teachers. By engaging in self-reflection, pursuing professional development, and adapting teaching practices, teachers can continuously improve their instructional approaches and create more effective and inclusive learning environments.
a. Self-Reflection:
Open teachers regularly engage in self-reflection to critically examine their teaching practices. They reflect on their strengths, areas for growth, and the impact of their instructional
strategies on student learning. This self-reflection allows teachers to identify areas where they can enhance their teaching effectiveness and make necessary adjustments to meet the diverse needs of their students.
Open teachers also seek feedback from students, colleagues, and mentors. They actively solicit input and perspectives to gain insights into their teaching practices and make informed decisions about instructional improvements. By valuing feedback and engaging in self-reflection, open teachers foster a growth mindset and a commitment to ongoing improvement.
b. Professional Development:
Open teachers embrace opportunities for professional development to enhance their knowledge and skills. They actively seek out workshops, conferences, and training programs that address relevant topics and provide insights into effective teaching practices. By participating in professional development activities, open teachers stay updated with current research, pedagogical approaches, and strategies that promote inclusive and effective teaching.
Professional development also allows open teachers to collaborate with colleagues, share ideas, and learn from others' experiences. They engage in discussions and professional learning communities to exchange insights, reflect on their practice, and identify innovative approaches to support student learning.
c. Adapting Teaching Practices:
Open teachers are adaptable and willing to adjust their teaching practices based on evidence and the needs of their students. They are open to trying new instructional strategies, technologies, and approaches to accommodate diverse learning styles and preferences. By being flexible and responsive, open teachers create dynamic and engaging learning experiences that meet the evolving needs of their students.
Open teachers also use data and assessment results to inform their instructional decisions. They analyze student performance data to identify areas where additional support or differentiated instruction may be necessary. This data-driven approach allows open teachers to tailor their teaching practices and provide targeted interventions to support student growth and achievement. Openness plays a crucial role in shaping the modern image of the future elementary school teacher. By embracing diversity in the classroom, fostering collaboration and communication with stakeholders, and engaging in reflective practice, future teachers can create inclusive and supportive learning environments. This not only promotes academic success but also nurtures students' social and emotional well-being. By embodying openness, future elementary school teachers contribute to a more equitable and inclusive education system.
Embracing diversity in the classroom is an essential aspect of openness for future elementary school teachers. By valuing individual differences, cultivating an inclusive curriculum, and addressing biases and stereotypes, teachers can create a learning environment that celebrates diversity, fosters empathy, and promotes a sense of belonging for all students. This inclusive approach enhances students' educational experiences, prepares them for a diverse society, and cultivates a more equitable and accepting future.
Collaboration and communication with stakeholders are essential for future elementary school teachers who embody openness. By building positive relationships with students, collaborating with colleagues, and engaging with parents, teachers create a supportive and inclusive educational community. These collaborative efforts foster a positive learning environment, enhance instructional practices, and promote student well-being and achievement.
By valuing and involving all stakeholders, open teachers contribute to a holistic and comprehensive educational experience for their students.
Reflective practice is an integral aspect of openness for future elementary school teachers. By engaging in self-reflection, pursuing professional development, and adapting teaching practices, teachers can continuously improve their instructional approaches and create inclusive and effective learning environments. Through a commitment to reflective practice, teachers foster a culture of lifelong learning, embrace innovation, and promote student success.
REFERENCES
1. Ладенко И.С. Деятельностный ум (Деятельность. Знак. Личность). -Москва. - Смысл. -2001. -392 с.;
2. Симонов В.П. Диагностика личности и профессионального мастерства преподавателя: Учебное пособие для студентов педвузов, учителей и слушателей ФПК.- М.: Межд. пед. академия, 1995.- 189 с.
3. Семенов И.Н. Психология рефлексии в организации творческого процесса мышления: Автореф. дисс. доктора психол. наук. - М., 1992.- 52 с.
