Name
Capella University
PHI-FPX 1200: Philosophy of Problem Solving
Prof Name
November, 2024
Professional Presence Presentation
Slide 2: Good morning. I am happy to share my Professional Presence presentation today. Here, I will share insights from my experience as an educator, my core strengths in fostering learning and engagement, and my ongoing commitment to professional development (Kruty et al., 2024). For a long time, I have learned how I can facilitate learning environments that are inclusive and dynamic, which open windows of curiosity and invite critical thinking. I can pride myself on my strengths in effective communication, and being adaptable adaptability relationships with people of any other race or background. By trusting and collaborating with them, I have established a sense of trust among students and colleagues. Furthermore, I am dedicated to lifelong learning, frequently attending workshops and taking various certifications to be informed on educational strategies and technologies. Maintaining a confident, approachable demeanor over time has helped shape a professional presence that builds relationships ps, positions mand e as a role model for continuous improvement in education, and I look forward to sharing how these experiences have shaped my career and prepared me for future opportunities.
Professional Skills and Attributes
Slide 3: True professional skills and attributes are as much prerequisites for any profession as they are to the professional of education. Attributes such as professional communication skills are essential in developing a constructive learning environment (Wu et al., 2022). Communication skills, which come in the form of ideas, clearly stated listening and giving quality feedback, present the most eminent aspect of ensuring constant engagement and understanding with the students. In this respect, a teacher has to be patient enough while in class and adjust explanations according to a learner’s aptness. It is also through communicating that a teacher will provide access to material by someone through his/her senses or understanding. All of these depend on effective communication with colleagues: the sharing of ideas and the need for feedback in continually improving one’s practice in teaching.
Besides communication, an educator will also need excellent organizational skills for the correct handling of a classroom. This involves planning lessons, managing time, and following up on student progress (Wolters & Brady, 2020). The organized teacher will better have his teaching materials prepared and ensure that lessons meet objectives within the time allocated for the class. In addition, a teacher has to be skillful in multitasking changing individualized attention for the students with group instruction while keeping the classroom in order. Therefore, sound organizational skills also facilitate teaching because they exceed the classroom; handling administrative work, grading assignments, and record keeping are significant responsibilities of the educator.
Slide 4: Finally, emotional intelligence is a critical professional trait of teachers. It is through the creation of a sense of safety and support in learning that the emotional needs of students, their motivations, and challenges are empathized with. Such teachers enhance good classroom culture through their strong interpersonal relationships with students because teachers with higher emotional intelligence levels create trust. Emotional intelligence is also very important for educators when dealing with difficult situations, such as how to manage conflicts in the classroom or supporting students during their crises. Not only will emotional intelligence support students, but it will also allow educators to work effectively with their peers to facilitate collaboration, mutual respect, and workplace understanding. These skills and attributes are basic to being an effective and influential educator and contribute significantly toward personal and professional growth in the education field.
Demonstration of Professional Presence, Factors, and Examples
Slide 5: Professional presence is required in teaching professionals more because it largely shows its effect on the student’s interest in that classroom atmosphere (Mas’ud Muhammadiah et al., 2022). An educator projects confidence and competency just not by appearances, dressed appropriately, but also through strong communication skills and positive body language. For instance, as I enter the classroom, I am keen on relating to the students through eye contact, clear articulation, and active listening. It helps me create an environment of respect and trust where students can be valued and feel comfortable enough to express their minds.
Being calm and non-threatening even during pressure situations like dealing with classroom disorder or addressing students’ concerns helps keep a sense of stability and professionalism in my role as a teacher.
Amongst those factors that may help ensure a strong professional presence are adaptability, effective communication, and emotional intelligence. For example, I always adapt my teaching skills, such as differentiated instructions, to support the different needs of students (Gheyssens et al., 2020). This proves my ability as a teacher and supports an inclusive learning environment. Furthermore, awareness of students’ emotions, encouragement, and proper management of conflicts will help me become professionally present. When I nudge every student in the classroom to share their view over a discussion I facilitate but keep a positive tone and manner, that is how an example of this in operation would be. These interactions reflect my commitment to creating a positive learning experience that is engaging and demonstrates how I can be a leader and a mentor within the education community.
Previous Accomplishments
Slide 6: Past experiences in my teaching career have greatly influenced my professional development and growth as an educator. Among the most outstanding accomplishments was the successful design and implementation of a new curriculum that increased student engagement and academic performance (Zen et al., 2022). This involved carrying out enough research, initiating varied strategies for teaching, and gaining feedback from students to ensure that the content was relevant and easy to understand. I was able to mentor new teachers into entering the school setting by giving classroom management and teaching practice ideas. For me, these accomplishments speak of my care for improving educational outcomes but also of my ability to cooperate, innovate, and support the professional growth of others.
Strategies and Practices to Develop Professional Skills
Slide 7: Professional skills are lifelong, and as an instructor, one of the most highly used strategies to show this is by attending professional development activities (Smith & Gillespie, 2023). I go to workshops, seminars, and conferences so that I can update the latest approaches in teaching, recent trends in educational technology, and other research that are inputted into my area of specialization. Such opportunities will equip me with the insights that I can translate to better practice in directing learning among students. For example, knowledge about novelties in classroom management or even digital tools has aided me in creating a more involving and interactive learning environment for students. Cooperation with colleagues and the sharing of ideas created an atmosphere of mutual knowledge sharing, allowing me to refine my teaching practices and approach to engaging students.
The third important practice that builds up professional skills is getting constructive feedback from peers and students. This process of formal evaluation and informal feedback is going to help highlight areas for change and will allow a growth schedule. For example, after the last lesson plan, I took time to change the content presentation to suit my student’s various learning styles. Training, especially mentoring, strongly contributes to my development since I share knowledge while also learning from the experiences of others. I pursue feedback, embrace new ideas, and keep adopting a growth mindset to guarantee that my professional skills change with the needs in the education sector.
Continued Plan For Maintaining Professionalism
Slide 8: Indeed, sustaining professionalism entails an eternal process that demands a firm commitment to personal and professional growth. One vital component of my plan to sustain professionalism is to live on the principle of continuous learning with self-reflection, which will keep me fully equipped and up-to-date in attending workshops on professional development, being updated about the latest educational trends, and looking for opportunities to hone my teaching skills. I would strive to continue developing knowledge in the effective integration of technology and the implementation of strategies that create inclusive classrooms to better meet the diverse needs of students. Reflecting on my performance and areas for development keeps me steadfast in upholding professional standards of excellence and ensures I remain a competent, effective, and responsive educator.
Besides personal growth, I think developing a relationship that is friendly and positive with students, colleagues, and parents is necessary to be able to maintain professionalism. Thus, ‘open communication’ combined with trust and respect can help you create a collaborative and productive learning environment. My continued plan includes increased investment in mentorship and peer support roles, being a guide for the new teachers while learning from the fresher perspective. The proper manner of interaction, as well as providing consistency in integrity and commitment to student success, will ensure that I am making a contribution to my school community and modeling such values for my students. This holistic approach to professionalism will ensure my status as a dedicated respected and effective educator.
PHI FPX 1200 Assessment 4 Conclusion
Slide 9: As an educator, this presence is vital to the creation of an optimistic and effective learning environment. The least that I could do was maintain a strong professional image throughout my long journey as a professional while continually improving my skills through professional development, self-reflection, and relationships with students and colleagues (Kim & Shin, 2020). By developing into an effective communicator, revealing emotional intelligence, and feeling passion for teaching, I inspire students, help others like me, and contribute meaningfully to the educational community. Ultimately, professionalism and dedication let me give lasting success to students and shape education for better times to come.
PHI FPX 1200 Assessment 4 References
Gheyssens, E., Coubergs, C., Griful-Freixenet, J., Engels, N., & Struyven, K. (2020). Differentiated instruction: the diversity of teachers’ philosophy and praxis to adapt teaching to students’ interests, readiness and learning profiles. International Journal of Inclusive Education, 26(14), 1–18. https://doi.org/10.1080/13603116.2020.1812739
Kim, J. H., & Shin, H. S. (2020). Effects of self-reflection-focused career course on career search efficacy, career maturity, and career adaptability in nursing students: A mixed methods study. Journal of Professional Nursing, 36(5). https://doi.org/10.1016/j.profnurs.2020.03.003
Kruty, K., Larysa Zdanevych, Iryna Desnova, Olena Blashkova, & Mariia Zameliuk. (2024). The main trends in the formation of psychological competence in the process of teacher training. Academia, 0(35-36), 50–72. https://doi.org/10.26220/aca.5002
Mas’ud Muhammadiah, Andi Hamsiah, Abdurrohman Muzakki, Nuramila Nuramila, & Zain Ahmad Fauzi. (2022). The role of the professional teacher as the agent of change for students. Al-Ishlah, 14(4), 6887–6896. https://doi.org/10.35445/alishlah.v14i4.1372
Smith, C., & Gillespie, M. K. (2023). Research on professional development and teacher change: implications for adult basic education. 205–244. https://doi.org/10.4324/9781003417996-7
Wu, I.-L., Hsieh, P.-J., & Wu, S.-M. (2022). Developing effective e-learning environments through e-learning use mediating technology affordance and constructivist learning aspects for performance impacts: Moderator of learner involvement. The Internet and Higher Education, 55, 100871. https://doi.org/10.1016/j.iheduc.2022.100871
Wolters, C. A., & Brady, A. C. (2020). College students’ time management: A self-regulated learning perspective. Educational Psychology Review, 33(4), 1319–1351. https://doi.org/10.1007/s10648-020-09519-z
Zen, Z., Reflianto, Syamsuar, & Ariani, F. (2022). Academic achievement: the effect of project-based online learning method and student engagement. Heliyon, 8(11), e11509. https://doi.org/10.1016/j.heliyon.2022.e11509
