Running header: STATEMENT OF INFORMED BELIEFS

Statement of Informed Beliefs

Paige Blumenthal
College of Southern Idaho
Instructor: Evin Fox
EDUC 204: Families, Communities, and Culture
Fall 2014

STATEMENT OF INFORMED BELIEFS

Abstract
Todays classrooms are full of diverse students that come from different backgrounds and have
varying learning abilities as well as disabilities. Despite this, teachers should have high
expectations of all students and help them to reach their highest potential. With a thorough
understanding of how students learn, how to present the information, how to measure their
learning, and how to make necessary adjustments, teachers can succeed in helping students meet
these expectations. Above all, teachers need to be caring, value all students as unique
individuals, and believe in their abilities to reach their goals.

STATEMENT OF INFORMED BELIEFS

Statement of Informed Beliefs

Introduction
A teacher enters through a door to a classroom full of individuals. These students come
from homes with differences in social classes, family dynamics, cultures, and family
involvement. They have different learning styles, varying abilities, and different life experiences.
A teacher is likely to notice a variety in race, language, and learning disabilities. Each student is
different, unique - a child. These children are entrusted into the care of a teacher who has the
ability to aid them in their achievement and success in and out of school. This teacher will make
a profound difference in their lives. This teacher has a choice as to whether this difference will
be positive for each and every unique student they encounter. As a teacher, I will uphold a
personal teaching efficacy of believing I am capable of helping all students to learn and achieve
regardless of their backgrounds and situations in life. I believe I will make a positive difference
in the lives of all of my students.
Students Ability to Learn
Teachers have the responsibility of assisting in the learning of their students. This is a
significant responsibility, as well as an amazing opportunity. Warm and caring teachers are the
most effective. They easily provide a safe and secure environment that facilitates learning. When
considering how students learn, teachers need to be aware of their expectations for their students.
Many times students enter the school year with a teacher who has already learned a bit about
them from their previous teachers. Though some of this information may prove useful, it is
important for the teacher to allow each student to start the year in his or her classroom with a
clean slate. The information supplied must not be used to discern varying expectations for each
student, but instead, teachers must adopt high expectations for every student, and to continue

STATEMENT OF INFORMED BELIEFS

those high expectations throughout the school year regardless of anything indicating otherwise.
Teachers must never give up on a student, but set educational goals of achievement. Adjustment
and thinking outside of the box are necessary in finding ways to help each student succeed.
If teachers can successfully communicate their high expectations to their students, the
students will then have a stronger desire to meet these expectations, but even more important,
they will believe they can. With proper motivation, modeling, and engagement from teachers,
students will follow their natural tendency to further their own learning.
Students face varying challenges when it comes to learning. One challenge that should
not be factored in, however, is a poorly performing teacher. Despite any difficulties in a childs
life, a high-efficacy teacher can surmount these roadblocks by creating paths that fit each child as
an individual. It behooves teachers to get to know each of their students so that they may work
closely with them and come up with strategies for success. All students can learn. They want to
learn. They want people to care about them and believe in them. They want to succeed.
Students Social Ecology Theory
With the varying backgrounds inside a classroom comes students with different
experiences and interests. When teachers take the time to get to know their students on an
individual basis, they can not only relate to each child better, but they can also relate the
curriculum to each child more effectively. Students will find a lesson more exciting, if they see
how it pertains to their own lives. They need to know why the information is worth learning in
their world of now. These connections, from the students school world to their lives outside of
school in their homes and communities, serve to involve them in a way they can apply to their
everyday lives.

STATEMENT OF INFORMED BELIEFS

Childrens lives outside of school may disrupt or support the learning they receive at
school. Socioeconomic status, social class, and family structure can have varying influences on
learning. Some families will offer many opportunities for their children to achieve school
readiness. Financial stability, a secure environment, and there factors may make these
opportunities more available.
In contrast, other families may be dealing with an inordinate amount of stress or show
disinterest in their children's education, leaving the children with the possibility of a similar
disinterest. Many children are at risk for poor school performance due to the lives they live
within their homes and communities. Despite their circumstances, children can become resilient
with the help and guidance of a caring adult - a teacher, for instance. Teachers can be buffers
against negative developmental outcomes (Berns, 2013, p. 233). Adults in these at risk
childrens lives such as parents, [or from] schools, community services, and others can help
children develop into healthy, contributing adults by working together to build a socially
nourishing environment (as cited in Berns, 2013, p. 233).
Cultural Diversity Instruction
Due to the differing cultural backgrounds of both teachers and students, we all come to
the classroom with varying socialization experiences that affect our perspectives (Berns, 2013).
As Ive mentioned previously, it is vital to get to know each student on a personal level. For the
teaching of students with different ethnicities and cultural backgrounds, this can be key in aiding
in their learning success. It also opens the doors to understanding and appreciation of what each
student brings to the class. Teachers must include in their teaching a way to honor the varied life
histories and experiences diversity brings to their classrooms. Getting to know their students

STATEMENT OF INFORMED BELIEFS

allows for these opportunities to share and also to fit it into the curriculum the diverse
backgrounds of the students. All students must feel included and valued.
We have much to learn from each other, and no student should feel pressure to undergo
cultural assimilation at the expense of losing their identity. An adherence to cultural pluralism
leads to a rich and interesting lesson in how wide our world really is. It teaches students to be
accepting, tolerant, curious, and kind. Our differences should be celebrated in the classroom, as
well as the ways in which we are similar. Its a lesson in the real world and the diversity within
it. As Berns (2013) states, its a case of unity in diversity (p. 191).
Curriculum for All Learners
When it comes to teaching a classroom full of individuals, a lot of planning must go into
the lessons, and adjustments will need to be made. Each student will be at varying levels in their
knowledge base, but all of them should be challenged in their zone of proximal development.
This allows teachers to facilitate childrens capacities to reach their full potential (Berns, 2013,
p. 220). Teachers must have high expectations for all students, regardless of any learning
difficulties they face, as they all deserve to succeed in their schooling.
As well as being aware of how to best challenge students based on where theyre at in
their learning, teachers must factor in where children are in the stages of Erik Eriksons
psychosocial development and Jean Piagets stages of cognitive development. Psychosocial
development is vital in developing a positive self-concept that will assist them in living a
fulfilling life. The classroom environment needs to accommodate for the support of the desired
outcome of each stage, and the teacher needs to keep in mind how they will assist in achieving
these outcomes. The teacher must also keep in mind where each child is in his or her cognitive

STATEMENT OF INFORMED BELIEFS

development, as this will enable the teacher to match the delivery of a lesson with how the mind
is receiving and processing the information.
Other aspects to consider when presenting lessons is the variety in how teachers can
deliver the instruction. Teachers should employ many strategies in order to teach to the different
learning styles of their students. Extra time can be given when students need it and offering
small-group support to individuals who need more instruction is an effective method for keeping
students caught up. Another highly effective way of teaching is to offer multi-ability tasks. This
method allow[s] all students to succeed and develop their own unique learning strengths
(Kauchak & Eggen, 2014, p. 374). All students have varying sets of skills. When teachers offer
up different ways to showcase the students understanding it enables them to feel confident in
their learning and take it into their own hands. Through this approach, teachers get a better idea
of the students understanding.
Knowing if students understand what is being taught to them is an important component
of learning. Through assessment, teachers are not only able to gather whether students met the
learning objective, but they can also see how they may need to adjust their lesson, as well as
decide if more time needs to be spent on certain areas. Formal assessment is a useful way of
obtaining data through tests to see what students have learned, though formal assessment alone
does not paint the entire picture. Remembering that students learn in different ways, teachers will
get the best understanding of students learning with the use of authentic assessment. This offers
a variety of ways for students to demonstrate their understanding based on real performance.
This is a more accurate way of measuring the growth of a student. From here, teachers can refine
their teaching methods to better assist in their learning of their students. Most importantly,

STATEMENT OF INFORMED BELIEFS

teachers must reflect on the process and the outcomes and use their insight to grow as teachers in
order to be the best teachers for their unique students.
Conclusion
Teachers have one of the most important tasks at hand - to supply the adults of the future
with a foundation of learning that will help them to succeed in all areas of their lives and
contribute in a positive way to society. Beyond the educational material they learn in school,
students will also learn how to be caring, just, and concerned citizens. They will learn skills
needed to problem-solve and help humankind. By careful observation, communication, and with
care and intention, teachers can get to know their students as individuals and learn how to best
guide them to meet their highest potentials. Teachers must believe they can do this regardless of
where each child is coming from with their varying backgrounds. Teachers must believe in their
students and help the students believe in themselves.

STATEMENT OF INFORMED BELIEFS

References
Berns, R. M. (2013). Child, family, school, community: Socialization and support (9th ed.).
Belmont, CA: Wadsworth, Cengage Learning.
Kauchak, D., & Eggen, P. (2014). Introduction to teaching: Becoming a professional (5th ed.).
Boston, MA: Pearson Education, Inc.