IntroductionTeacher Dispositions include teachers' values ​​and beliefs regarding the teaching profession and children. The National Council for Accreditation of Teacher Education (2007) identifies the following dispositions: the values, commitments, and professional ethics that influence behaviors toward students, families, colleagues, and communities and affect the learning, motivation and development of students as well as the educator's own professional growth. . Decisions are motivated by beliefs and attitudes related to values ​​such as kindness, fairness, honesty, responsibility and social justice. (p. 53) The general concept of disposition two emphasizes that the teacher understands how learning occurs. Students gain knowledge, build skills, and expand their habits of mind. At the same time, the teacher understands how to use teaching strategies that encourage student learning. The teacher also knows that students' areas of physical, social, emotional, moral, and cognitive development impact learning and recognizes how to manage these aspects when making instructional decisions. Finally, the teacher knows likely developmental advances and the magnitude of individual differences, can identify levels of readiness for learning, and knows how development in a given area may influence performance in others. All provisions work together in an effort to produce optimal learning environments. that support student learning and development. However, I believe that provision number two is the most important for the professional educator to display competently. The second provision emphasizes that the professional educator understands how children learn and develop and can provide learning opportunities...... middle of article ...... of the language learning puzzle : Why are teachers’ dispositions a crucial aspect of student success? The language educator. Retrieved from: http://www.actfl.orgJones, L. (2007). The student-centered classroom. New York: Cambridge University Press McCombs, B. and Miller, L. (2007). Learner-centered classroom practices and assessments: Maximizing student motivation, learning, and achievement. Thousand Oaks, CA: Corwin Press. National Council for Accreditation of Teacher Education. (2007). Professional standards for accreditation of schools, colleges and departments of education. Washington, DC: Author. Retrieved from: http://www.ncate.orgTomlinson, C. and Jarvis, J. (2006). Teaching beyond the book. Educational Leadership, ASCD Publication. p 16-21.Wolk, R. (2010). Education: the arguments in favor of personalization. Educational leadership.67(7).