IntroductionTeacher dispositions consist of teachers' values ​​and beliefs about the teaching profession and children. The National Council for Accreditation of Teacher Education (2007) identifies dispositions as: the values, commitments, and professional ethics that influence behaviors toward students, families, colleagues, and communities and influence learning, motivation, and student development, as well as teacher professional growth. Dispositions are guided by beliefs and attitudes related to values ​​such as caring, fairness, honesty, responsibility and social justice. (p. 53) The general concept of disposition two outlines that the teacher understands how learning occurs. Students develop knowledge, acquire skills, and expand habits of mind. At the same time, the teacher understands how to use teaching strategies that encourage student learning. The teacher also knows that student domains—physical, social, emotional, moral, and cognitive development—affect learning and knows how to address these aspects when making instructional decisions. Finally, the teacher is aware of likely developmental progress and the extent of individual differences and can identify levels of readiness in learning and knows how development in one 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 am convinced that provision number two is the most significant for the professional educator to competently display. Provision two emphasizes that the professional educator understands how children learn and develop and can provide learning opportunities...... central part of the language learning puzzle: Why teacher dispositions are a crucial aspect of success of the students? The language educator. Retrieved from: http://www.actfl.orgJones, L. (2007). The student-centered classroom. New York: Cambridge University PressMcCombs, B., & Miller, L. (2007). Student-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 the accreditation of schools, universities and departments of education. Washington, DC: Author. Retrieved from: http://www.ncate.org Tomlinson, C. & Jarvis, J. (2006). Teaching beyond the book. Educational Leadership, ASCD Publication. p 16-21. Wolk, R. (2010). Education: the case for making it personal. Educational leadership.67(7).