Running head: STATEMENT OF INFORMED BELIEFS 1

Statement of Informed Beliefs Essay

Morgan Stewart

Carol Billing

EDUC 204 Families, Communities, & Culture

Thursday, 11:30-12:45, Spring 2017

STATEMENT OF INFORMED BELIEFS 2

Statement of Informed Beliefs Essay

The realm of teaching is a difficult one. Certain diversities that lie within each classroom

will guarantee challenges and rewards. As a future educator, it is my job to figure out engaging

and unique ways to teach and interact with my students. Like most beliefs, the belief of diversity

varies from person to person.

All Students Can Learn

From visual to auditory, read-write to kinesthetic, there is an array of learning styles. I

believe most students are able to learn. How they learn, however, is a different story and may be

drastically different from one student to another. It is the educators responsibility to

accommodate their students learning differences to the best of their ability. In the classroom,

adaptation does not fall solely on the student; the teacher must be willing to adapt as well.

First and foremost, I will get to know my students. I believe this is the first step to being

able to accommodate my students needs; know them. Temperament can be so important to

understand within the classroom. One student may be an extrovert and learns best in groups

whereas another may be an introvert, better suited for individual work. Not only will knowing

and understanding my students help me teach, but this will help create invaluable relationships

between student and teacher.

Creating strong relationships with my students will help me better manage my classroom

as a whole. In addition, I would like to facilitate a classroom that leans toward collectivism

rather than individualism. I believe its important for a teacher and student to feel like they have

achieved something together as a class.

Teachers Expectations

When teachers emphasize the value of education, punctuality and reliability in the
STATEMENT OF INFORMED BELIEFS 3

classroom, this not only influences the students ability to learn, but motivates them to learn. Its

important that students understand what is expected of them. Otherwise, the classroom would be

a ship with no captain- or perhaps just a ship where the captain doesnt have any rules. Teacher

expectations and a thorough, reciprocal understanding are also important for the parents of

children. A healthy relationship between teacher and parent, or the mesosystem of teacher and

parent, is a crucial dynamic in which influences the students ability to learn.

Educational goals are huge motivational factors for the student. If the student lacked

academic goals, then there would be nothing to work towards. Additionally, expectations and

goals have a unique relationship. The student is able to set goals based on what is expected of

them. Depending on the degree of expectations from their more intimate surroundings and the

assignment of social roles therein, the child may or may not be expected to maintain a certain

grade point average, graduate high school or attend college.

Rather than power struggling with my students to get them to do what Id like, I want to

genuinely help them learn and succeed. I believe sometimes the best way to show a child what

the expectations are is to live up to them yourself. Monkey-see-monkey-do doesnt just apply to

the parental context. Teachers are role models and have a tremendous influence on their students.

I understand that simply modeling isnt going to be effective for each student, but its important

for the students that it does inspire. For those that need more explicit instructions and

expectations, reasoning, or giving explanations or causes for an act, is a great method. I want my

students to feel appreciated and respected as an individual.

Students Social Ecology Theory

Human ecology, as described in our text, has an array of biological, psychological, social

and cultural factors influencing the individual (Berns, 2016, p. 5). Of these factors, social
STATEMENT OF INFORMED BELIEFS 4

ecology involves complex and layered systems and relationships. Peers, school and family are

just a few areas of ones life that have influential powers. Because of the powers these areas may

have over a child and their outlook on life, there is certainly a strong connection between social

ecology and learning. Perhaps the beliefs of a family, more specifically their views on education,

might affect the student and their motivation in the classroom one way or another. The attitudes

of students peers in the classroom may affect the students performance.

Religion is a great example of how social ecology can have an impact on learning. The

Protestant ethic values commitment, productivity, responsibility and individualism among other

qualities (Berns, 2016, p. 115). Although Protestantism is the prominent faith tradition in the US,

its important as an educator to be aware of and sensitive to other faith-based values. Each faith

has different values systems and thus influences a student, their socialization and behaviors.

Science curriculum is a hot topic of debate because of religious views opposing the origins of

man.

Like religion, political views are typically shared with families. For example, the

erroneous disbelief in climate change is the outcome of a misinformed political belief. This may

cause dissension in class whereas the lesson is on carbon dioxide pollution and climate change

(although fact-based, this will soon not be taught in Idaho due to recent curriculum changes by

Republican law makers.) Political policies such as immigration may affect families. There may

be a student with undocumented immigrant parents and policy changes may have a tremendous

effect on that students family.

Culture Diversity Instruction

Perhaps it is human nature to take our privileges and overall advantages in society and

the world, at large, for granted. On the other hand, perhaps it is also natural for one to assume
STATEMENT OF INFORMED BELIEFS 5

another shares their adversities as well. It is of the utmost importance to recognize and

acknowledge our differences in experiences and perspectives. As a white, natural citizen, my

position may mirror the majority of those in my classroom, but I must remain unbiased and

welcoming of all backgrounds and ethnicities to optimize the learning experience of my students.

Although my ethnicity represents the dominant ethnic group in our society, I had the

unique experience of growing up in Tampa, Florida- a total melting pot. Additionally, there is

more to culture than ethnicity. As discussed above, religion, politics and socioeconomic status all

influence the individual and their paradigms. Having come from a lower socioeconomic class, I

struggled with cultural assimilation as a student and I believe this will make me more inclined

to acknowledge and build on an array of life histories and backgrounds- especially with those

that disadvantage the student. I hope to be sensitive to a student struggling with an unhealthy

home life or disadvantages so great that they hinder their study time or work.

Cultural assimilation is when a minority culture successfully conforms to the majority

culture. When discussing cultural assimilation and pluralism, our text specifies ethnic group(s),

but I tend to disagree with this exclusive definition (Berns, 2016, p. 212). For the sake of this

paper, however, I will use ethnicity in this context keeping in mind the inclusiveness of the term

culture. Many students of minority ethnic groups will assimilate the dominant ethnic group.

There will also be students either unable or unwilling to assimilate. It is important to remember

that these students should not have to assimilate the macroculture. It is the schools responsibility

to be culturally sensitive to the differences of their students. Until recent progressive movements,

it was expected that minority ethnic groups conform to mainstream society. It is now understood

that cultural pluralism is a much more mutually beneficial approach. Cultural pluralism is the

understanding and appreciation of different ethnic groups. In essence, the theory of cultural
STATEMENT OF INFORMED BELIEFS 6

pluralism emphasizes the relationship between majority and minority groups. Majority groups

benefit from interactions with minority groups and minority groups respect American culture

while preserving their heritage (Berns, 2016, p. 212).

Curriculum for All Learners

Understanding every student and class is different, there most certainly will need to be

adjustments in planning, delivery and assessments. Although the curriculum may be the guiding

force for the educator, there are many other factors influencing the process of teaching such as

Common Core and standardized tests. As a future educator, I understand I must be flexible to

ensure my students improve while adhering to the standards set by my school, state and federal

law.

Some students may benefit from one type of delivery whereas another will not. Luckily,

there are many options to deliver your lesson as an educator. Cognitively Oriented Curriculum

entails initiating your students in the learning process, open-ended and purposeful teaching

(Berns, 2016, p. 188). This type of delivery is geared towards the egalitarian personality type.

The Direct Instruction Curriculum takes the overall lesson and breaks it into many small steps

and tasks. This delivery style is considered teacher-directed and based on behaviorist principles

(Berns, 2016, p. 189). With a delivery style in mind, an educator can start planning the lesson.

The lesson plan will revolve around the curriculum and chosen delivery.

Assessing the comprehension of your students by checking for understanding and

observation, a teacher can gauge the efficacy of their delivery. Assessment is a crucial part of the

teaching process. Without some form of teacher assessment, it would be difficult to know

whether or not your students were improving from their original level of learning upon entering

your classroom.
STATEMENT OF INFORMED BELIEFS 7

References:

Berns, R.M. (2016), Child, family, school, community: Socialization and support. Stamford, CT:

Cengage learning.