Running head: STATEMENT OF INFORMED BELIEFS 1

Statement of Informed Beliefs

Ammie Fisher
Instrutor: E!in Fo"
#ollege of Southern Idaho
S$ring% &'1(
Author Note
This $a$er )as $re$ared for Families #ommunities * #ulture% ED+# &'( #'(,-
STATEMENT OF INFORMED BELIEFS &
A.strat
As I $ursue m/ dream of .eoming a teaher% I )ant to im$at the hildren I )ill teah% ma0e a
differene in the ommunit/% and )or0 losel/ )ith m/ fello) teahers- I an1t )ait to .ring
enthusiasm to the lassroom as I )ath m/ students gro) and $ros$er- I )ill ha!e e!er/ hild1s
.est interest at heart% as e!er/ hild has e2ual o$$ortunit/ to learn-
I- Students a.ilit/ to learn
II- Students Soial Eolog/ Theor/
III- #ultural Di!ersit/ Instrution
I3- #urriulum for all learners
STATEMENT OF INFORMED BELIEFS 4
Students Ability to Learn
Aording to Sarr and M#artne/ 5&''&6 a student1s a.ilit/ to learn is not al)a/s the
same as other hildren1s a.ilit/- Some ha!e to tr/ harder than others% or get e"tra hel$ .eause of
learning disabilities for some% their disa.ilities ma/ .e en!ironmental% and for others it might .e
that .iolog/ $la/ed a role in the de!elo$mental outome of the hild- 7lomin% As.ur/% 5&''&6
noted Genotype, is the total om$osite of hereditar/ instrutions oded in the genes at the
moment of one$tion- 7arents not onl/ $ass on genes to hildren% .ut also $ro!ide
en!ironments% or onte"ts for de!elo$ment 5$-86- Sarr and M#artne/%5&''&6 )rote 9.eause
hildren inherit genes from their $arents% hildren are $re)ired or $redis$osed to .e effeted ./
the en!ironments their $arents $ro!ide: 5$-86-
Some hildren are .orn into irumstanes .e/ond their ontrol- E!er/ hild has the
a.ilit/ to learn% a moti!ated and $atient teaher )ill understand the hildren1s normal gro)th
$atterns and their indi!idual differenes to find a urriulum that is developmentally
appropriate 5$-146- A teahers e"$etations im$at the ahie!ement and the .eha!ior of a
student- ,hen a teaher understands the competence 5$-14;6% of the hild or the hildren% the/
an e!aluate the t/$e of learning that needs to ta0e $lae for eah of them to sueed- The
teaher should not ma0e goals that are out of reah for the students- The goals should .e
hallenging and should .e
Positively reinforced 5$-;46% or the/ should .e re)arded for their desired .eha!ior- A teaher not
onl/ needs to $ro!ide su$$ort% the/ need to guide the hild emotionall/ and soiall/- A teaher
that teahes )ith enthusiasm% is more a$t to stimulate the hild and their in!ol!ement in the
lassroom% )hile finding their zone of proximal development (ZP! and $ro!ides a$$ro$riate
inde$endent% as )ell as olla.orati!e ati!ities to enhane learning 5$-&&'6-
STATEMENT OF INFORMED BELIEFS (
Students Social "cology t#eory
Famil/ is the $rimar/ soiali<er of the hild- The famil/ has a huge im$at on the hild1s
emotional% soial% and ogniti!e .eha!ioral de!elo$ment- The/ teah the values that are
im$ortant throughout the hild1s life 5$-=>6- Aording to Ma/es% * ?igler 51@@&6% some are .orn
)ith mastery motivation the a.ilit/ to e"$lore and understand% and ontrol ones en!ironment
5$=>6- Aar.arino 51@@&6 noted 9If a hild omes from a nurturing home the/ ma/ .e .etter at
master/ moti!ation% than the ones )ho ome from d/sfuntional families% )hih ma/ ha!e
learning disa.ilities: 5$- 186- #hildren )ho do not ha!e suffiient o$$ortunities to mani$ulate
o.Bets% to model desira.le .eha!iors% to initiate ati!it/% or to .e e"$osed to a language rih
en!ironment )ill .e at a disad!antage )hen the/ reah shool- Soietal e!ents an ha!e a .ig
effet on hildren and their c#ronosystem 5$-&;6- The #hrons/stem is !er/ im$ortant for the
hild% the !alues of one1s $lae and their identit/- ,ithout 0no)ing their identit/ this might affet
their self$esteem 5$-4=6- #hildren need to feel im$ortant% teahers need to sho) their a$$ro!al to
su$$ort and influene the hild1s self$esteem%
&ultural iversity 'nstruction
In man/ lassrooms toda/ teahers are faed )ith ultures to su$$ort and teah- Teahers
need to ma0e sure that the/ meet the needs of all the students so that eah student has e2ual
o$$ortunit/ to learn- Man/ students ha!e a s$ea0ing .arrier .et)een home and shool- Teahers
need to do )hat is $ossi.le to hel$ fill the ga$ .et)een maturation% to the student1s hanging
needs as the/ mature and gro) 5$-86- The media 5$-&'6 is a great )a/ to hel$ the student )ith
interation and hel$ the student learn a.out the community that the/ li!e in- Tehnolog/ hel$s
the hild to relate soiall/ to the e!er hanging )orld that )e li!e in 5$-1@6
STATEMENT OF INFORMED BELIEFS ;

&urriculum for all learners
Integrating the #ommon #ore Standards into the urriulum is the goal in all the lass
rooms- Students need to .e a.le to read% )rite listen% and res$ond ritiall/ through their )riting
and lassroom disussions 5www.corestandards.org6- An e!aluation an .e gi!en at the .eginning
of the shool /ear% the middle of the shool /ear% and at the end of the shool /ear to monitor the
students1 $rogress% and to determine )here the student1s le!el is in these s0ills- The teaher
should then deide )hat inter!entions are needed for the students that need them% for the students
that are learning to s$ea0 the English Language% and for the students that ha!e disa.ilities% or
s$eial needs- The teaher ma/ need to .e !er/ reati!e in finding )a/s to hel$ the students
learn- B/ using a !ariet/ of tools that )ill hel$ the student learn and demonstrate )hat the/ ha!e
learned- Reahing the needs of all students does not mean $ro!iding the same urriulum to all
students- Some students ma/ need more time )hile others do not- Some students ma/ need some
aommodations% or individualized goal structure, to allo) more time 5$-&4@6% or )hat the '"P
states the hild )ill need for his Indi!iduali<ed Eduation 7lan 51@;6- The teaher needs to
$ro!ide o$$ortunities for the student to demonstrate their strengths and a.ilities )hile sho)ing
strength in the areas that the/ are )ea0- Students learn a lot from their $eers% )hen cooperative
goal structure is attained% students )or0ing together aom$lish shared goals- ,hile )or0ing
)ith $eers the/ interat and soiali<e a.out their )or0 and the things the/ are learning- Teahers
should enourage all students to set goals for themsel!es% setting goals is a .ig $art of the
student1s suess 5$-&4@6-
STATEMENT OF INFORMED BELIEFS =
&onclusion
The hallenge for most teahers is .eing a.le to ada$t to instrution and res$ond to the
di!erse needs in the mi"ed a.ilit/ lassrooms- Teahing re2uires a .road 0no)ledge% enthusiasm%
a aring attitude% and lassroom management tehni2ues- A good teaher has the desire to ma0e a
differene in the li!es of /oung $eo$le% it )ill .e the most re)arding thing that the/ )ill e!er do-
It is the teaher1s res$onsi.ilit/ to meet eah hild1s needs% to im$lement the ne) teahing
standards% and e"$et that all students )ill ahie!e in their lassroom- All teaher1s should .e
$re$ared and organi<ed to meet eah hild1s needs-
STATEMENT OF INFORMED BELIEFS >
Referenes
As.ur/% S- M- 51@@&6- Child, family, school, community socialization and support 9th edition.
Ro.erta BernCs-
Initiati!e% #- #- 5&'1(6- www.corestandards.org- Retrie!ed from Im$lementing ommon ore
standards-
Dames% A- 51@@&6- Child, family, school community socialization and support 9th edition. Ro.erta
Berns-