Statement of Informed Beliefs

Ashley Hunt

EDUC 220-001 Diversity in the Schools

Bevin Etheridge

May 11, 2021

 Statement of Informed Beliefs

It is the responsibility of the student to show up to class and, to the best of their ability, learn

what is being taught. It is the responsibility of an educator to give students the tools they need so

they can learn. All students are capable of learning and educators should lead in such a way that

students believe that this is true. They should model a growth mindset, so students will know that

just because they cannot do something yet, does not mean they cannot do it at all. Educators

should have consistent and high expectations for their students and ensure that every student

from every background feels included and valued in the classroom. They should build from

whatever foundation a student enters the class with at the beginning of the year and ensure each

student leaves with a stronger foundation than they had when they walked into the classroom.

These goals will ensure that all students feel safe and comfortable in the classroom, increasing

the likelihood that they will do well.

All Students Can Learn

As educators we must believe that all students can learn. If we do not believe this, how can

we get them to believe it? Learning may come easier to some than others. When we see that

some students are having a hard time it is our responsibility as educators to identify what barriers

they are facing and how we can help them overcome. One of the main ways that educators can

ensure all students will learn is to set up the learning environment in a way that encourages

realistic expectations for students, while also fostering a love for learning and a safe place to do

so. If we are taking the student’s needs into consideration, we can help make sure that every

student we teach, is able to learn.

 Educators have a responsibility to make sure we are fostering a learning environment in

which all children should learn, regardless of any barriers that may present themselves. Students

come from many different cultural and economic backgrounds, some may have learning

disabilities, and some may even suffer abuse at home. According to Jessica Minahan, “When

teachers are proactive and responsive to the needs of students suffering from traumatic stress and

make small changes in the classroom that foster a feeling of safety, it makes a huge difference in

their ability to learn.” (Minahan, 2019). It is important to be trauma-informed so that we have the

proper tools to help students feel safe and capable of learning. We will also experience students

who have learning disabilities. Students with disabilities and special needs have a right to be

taught in their least restrictive environment and have access to a free and appropriate public

education, which means that it is our responsibility as educators to ensure every student has the

support they need to be successful in class. (Coleman, Gallagher, Kirk, 2015). Learning how to

best educate according to the different students we will encounter is so important.

I can ensure that students will learn in a few different ways. Charlotte Danielson has a

framework for how teachers should run their classrooms and one of the main components is

flexibility and responsiveness. (Danielson 2020). This means that as an educator, if I see a lesson

plan that students don’t seem to be responding to or that they just aren’t getting, I can switch it

up and try something that I think might work better. I can also keep my classroom inviting to

students by using decorations that feel welcoming, bright, and colorful and arranged in a way

that fosters participation. Another way I can ensure all students will learn in my classroom is to

make meaningful connections with them. I can also keep track of their progress, strengths, and

lapses in learning. Having a positive, inclusive learning environment is important in making sure

all students in my classroom will learn.

 I can manage and lead my classroom with enthusiasm and clear expectations in to ensure all

students will learn. I am going into this career because I have a passion for teaching and

learning. Having clear expectations about what the rules are and how students should act is of the

utmost importance. I can show them I care by the way I interact with them, and I can lead by

example. When something doesn’t go as planned, I can stay calm and show them an acceptable

way to process it. If students know how to deal with their big emotions in a healthy way, it will

set them up for success because they will be able to go from upset to okay and back in a mindset

to learn. I can start each day with expectations and affirmations and if I feel something is off, we

can do a quick reset as a class, like a minute long wiggle it out or dance party. I will lead my

class by showing by example how they should behave to foster a safe and comfortable learning

environment.

All students can learn, and it is up to educators to set them up for success. Students learn best

when they feel safe and like someone cares form them. As educators we can take steps to make

them feel that way. We can make accommodations and recommendations for extra support, we

can make our classrooms warm and welcoming, and we can set high, realistic expectations for

students to meet. It is true that all students can learn, but we must remember that we are teaching

individuals, not just a class. We will need to make changes when necessary to make sure we are

meeting the need of every individual student.

Teacher’s Expectations

Teacher expectations set the mood for what students should do for the school year. There is

individual, classroom, and school wide expectations that are all important in their own ways.

Educational goals and expectations go hand in hand as a school unit needs both expectations and
goals in order to make sure each separate item is met. When students are able to clearly

distinguish the goals and expectations in their school, they are better equipped to succeed

because they know what they should be doing.

Teacher expectations for a classroom set the tone for how the class should work together as a

whole. Class expectations can be things like be respectful, be responsible, and be safe. Each of

these expectations can then be elaborated on to make them clearer (under be respectful one

expectation is not taking something that someone else is using unless you ask). When a teacher

sets clear expectations for the classroom, students know what to expect and things can run

smoothly. The expectations are preventative measures for actions that could cause a disruption in

the classroom.

Teacher expectations for individual students sets the tone for what is expected of the student.

“In The Reality We Create: Expectations and Education” Klipsch talks about how the number

one influence on how well a student thought they could do, was teacher estimates of student

achievement. If a teacher is influenced by past behaviors of students based on reports in their

student files, they could inadvertently hold them to a lower standard of achievement, which

would then lower the expectation that a student has of themselves. Klipsch goes on to say that

the second highest influence of student achievement is what the student thinks they can achieve.

So, if a teacher begins the school year with low expectations of achievement for a certain

student, that student will likely fulfill that expectation. However, if a teacher has high

expectations for a student, the student will have high expectations for themselves and they are

more likely to succeed. Teachers must go into every year, or every day with high expectations

for each student so that they can see that someone thinks they have the potential to succeed, and

so they will work hard to live up to their potential.

 To meet expectations, there must also be goals in place. Educational goals are important so

that we can see where a student is at the beginning of the year as well as measure what they learn

through the year. Setting measurable goals helps students and teachers see if the work that is

happening within the classroom is efficient and meaningful. Students in a classroom all learn the

same material, but they may not be at the same level academically. As teachers we can ensure

every student has access to materials at their level by setting individual goals based on where

they stand. We can supplement the student who is above level with more difficult work and have

them work in groups with the students who are at lower levels to help. For those on grade level

we may not need to do any supplementing and with those below we may need to modify work as

well as set goals to help them get to grade level. Setting goals is important in fostering the needs

of each individual student.

Teacher’s expectations and the goals set for the classroom and for individual students set the

tone for the entire school year. For students to learn at their highest potential, teachers must have

the highest (realistic) expectations for them without basing the expectations on word of mouth

from previous school records or other teachers who have had certain students. Each year, and

sometimes each day, must be a clean slate for each child so that teachers can make sure they are

performing at their best ability. Setting goals for the classroom and each student based on

individual need will ensure each student is getting the most appropriate education for them.

Teachers should be aware of and try to suppress any preconceptions they might have about any

student to give them the best chance at success.

Student’s Social Ecology

 If ecology is defined as “the science of interrelationships between organisms and

environments” then social ecology refers to the relationship between a person and the setting in

which they develop. (Berns 2016) The setting where a person develops, as well as the people and

cultures they are surrounded by in their communities all have an impact on how students will

learn. I believe we should have an inclusive school environment that fosters each child’s unique

upbringing and celebrates who they are as an individual.

In order to make a student feel comfortable in a school setting I must ensure I am considering

the student as a whole. Learning about their community is a good first step in accomplishing this

goal. To learn more about a student’s environment I can have them participate in classroom

discussions about how they celebrate certain holidays, what types of things they do outside of

school, what they do as a family for fun. I can then incorporate different aspects of each student

into lesson plans to connect the community they live in with the classroom activities and show

how education connects to the world around them. In the video Community Based Learning:

Connecting Students With Their World, a high school in Montpelier connects students to their

community by helping them find project based work studies that interest them and get them

involved in their communities in a positive way. This is an excellent example of showing

students how interacting with the community in a positive manner can foster success in their

futures. By emphasizing the importance of all walks of life and student backgrounds I can make

every student feel included and safe in the classroom, and more able to succeed.

A student’s family, culture and community can have an impact on students’ learning. If a

student has a hard home life, where they wonder if they will be able to eat or if they are

experiencing trauma like abuse, can severely impact the student’s ability to learn. They may have

a hard time self-regulating, building relationships with teachers and peers, and some may even
have trouble with executive functions. (Miller, 2020) Some cultures do not emphasize the

importance of learning, so things like homework may be put on the back burner and students

may not take their time in the classroom seriously. There are other families, communities, and

cultures who think that education is of the utmost importance and they emphasize good grades,

consistent attendance, and respect for educators. I must make sure to be aware of any

circumstances that may be going on in the home life because even the smallest things can impact

a student’s ability to learn.

As an educator I must be aware of where a student comes from and how that will impact

what they learn in the classroom. I must foster a positive, inclusive, learning environment where

every student feels safe and like someone cares about them. I can help students connect with

their communities by showing them opportunities to help in the world around them and

incorporate examples of being a positive influence in their world.

Cultural Diversity Instruction

One of the most important tasks for teachers is to make sure that all students feel included

and like they deserve a quality education. As an educator I must be aware of cultural

backgrounds and how different students may learn that doesn’t always fit with the traditional

classroom setting and curriculum. I will need to make sure that I am inclusive of students from

all backgrounds so that they are more likely to connect with the curriculum, retain more

information, and obtain a quality education. I will be sure that I am not assimilating any students

to a new culture but teaching them about and celebrating all cultures in in the classroom.

Many of my favorite childhood memories include reading and exploring a world within the

pages of a book. I never really thought about how different someone else might see those very
same pages! In the words of Robertson, “We connect what we read to our context, and we

comprehend new ideas more deeply if we can relate to them.” This is so important to remember

when planning instruction for a multi-cultural classroom. If a student cannot connect what they

are learning to the outside world, it is very likely they won’t retain as much information about

the subject. One of the best ways to build on the histories and experiences of student’s

backgrounds is to explore them myself. I can research history, where their family is from, what

holidays they celebrate; then I can ask the student if they would like to share some aspects of

their culture with the class. I can also find materials to teach that connect to their culture so that

they are better able to understand what we’re learning because it applies to their life. Another

way to build on their experiences is to ask if they have any family members that would be able to

share about their culture and have students incorporate their values with art, music, and

storytelling projects. Ensuring that I am aware of and inclusive of all cultures represented in my

classroom is vital for the success of every student.

Incorporating different backgrounds is also important to ensure there is no cultural

assimilation going on. Cultural assimilation is when a minority group takes on the characteristics

of a majority group without incorporating their own values. When I make my classroom

inclusive of all backgrounds, it teaches cultural pluralism, where there is a mutual appreciation

and understanding of different backgrounds and lifestyles. (Berns, 2016). This will set an

example of how all students should respect and embrace each other’s differences while also

helping every student feel included and important. When students feel valued, they are more

likely to succeed.

As an educator I realize that my job will be not only to teach curriculum, but also to teach

inclusion and acceptance. The best way I can do that is to lead by example and celebrate the
differences each student can bring to a classroom. America is a melting pot of so many different

cultures and each one should be celebrated because we’re all after the same thing: success in our

future endeavors. Educators have a huge influence on the socialization of children so we must

take that responsibility seriously to create a more inclusive future for all.

Curriculum for all Learners

All students are not created equal, but as an educator I will be responsible for ensuring each

student has an equal opportunity to a quality education. To do this I must be open to adjusting

my teaching strategies and activities based on student need. I should take feedback from teacher

assessments and improve where I need improvement and continue in my strengths. I should also

ensure that each student is met where they are, and that they show improvement based on where

they started upon entering my classroom.

Each student will be at a different level of knowledge when they come into my classroom. In

order to meet their individual needs assessments should be given to determine what they already

know, and the assessments should be given in a way that makes sense to each student. Once I

know where each student stands, I can differentiate materials based on each student’s current

level and need. If a student has a lower reading level, I can give them smaller passages to read

without taking away from the lesson. I can also incorporate lessons from different cultures to

ensure every student feels included. If the way I am presenting the lesson doesn’t seem to be

clicking I can implement a different strategy to help students gain a better understanding. Being

flexible and changing strategies when needed is one of the traits of a great teacher.

Teacher assessment is vital in ensuring a successful learning environment. When teachers

assess students in the classroom it gives data which can be used to determine if the material

being presented is adequate for student learning. Berns addresses how a teacher’s perception and
presentation of material influences what a student will learn. When we look at the data, we can

determine if the whole lesson was bad when all student scores are low. We can also also see

where some students may be struggling to understand content so we can supplement learning

material when needed. Assessments also give opportunities to give feedback, which encourages

growth and can motivate students to ask questions when needed.

The main point of being a teacher is to teach, but it’s not always just about curriculum. To

ensure that improvement is happening in my classroom I will start with assessment to check and

see where each student stands. Once I know that, the real fun begins! I will ensure every student

is learning at a level that is appropriate for them. I will get to know my students and take an

interest in their lives so that they feel more comfortable in the classroom and they come in every

day willing to learn. I will set high expectations and realistic goals to make sure every student

knows what I expect and what I know they are capable of achieving. When referring to a student

who failed a test, Rita Pierson states “minus 18 sucks all the life out of you, plus two says I ain’t

all bad” and this is the kind of positive message I want to have in my classroom. If I encourage

students and tell them they are capable enough times, one day they’re going to believe it. I plan

to ensure that each student improves by meeting them where they are and encouraging them until

they forget they ever doubted themselves.

Being a teacher also means I will constantly be on my toes! I will need to be flexible in my

teaching strategies so that I can shift them if they aren’t working. I will need to be able to take

feedback from teacher assessments and keep doing what works and reevaluate what doesn’t so

make sure my students are getting the best education I can give. I will need to connect with

students on a personal level to show them that I’m not just there to do my job, but because I truly
care about their futures and making sure I give them the best chance at success outside the

classroom as well as inside.

Conclusion

All students can learn, and it is the responsibility of the teacher to ensure the classroom is set

up in a way that makes all students feel that this is the absolute truth. All students should feel

included as well as feeling that their history, background, and culture matter and are celebrated.

Communities are so diverse that classrooms should reflect every unique student in the classroom,

so they feel safe, comfortable, and included. Educators should assess where a student is at the

beginning of the year and be sure to meet the student where they are and supplement classroom

materials when needed to enhance each student’s learning experience. When educators are aware

of all of the student’s needs, it creates an environment of acceptance and fosters a love of

learning all around.

 References

Berns, R. (2016). Child, family, school, community: socialization and support. Cengage
Learning.

Danielson, C. (2020). The Framework for Teaching Clusters (2.3 ed.). The Daneilson Group.

Davidson, P. (2020, February 11). Connect students' background knowledge to content in the
ELL Classroom. https://www.readingrockets.org/article/connect-students-background-
knowledge-content-ell-classroom.

Edutopia. (2015, February 6). Community-Based Learning: Connecting Students With Their
World. YouTube. https://youtu.be/TA1e2kz_adc.

Every kid needs a champion | Rita Pierson. (2013). https://www.youtube.com/watch?

v=SFnMTHhKdkw.

Klipsch, J. (2018, March). The Reality We Create: Expectations and Eduaction. TED.
https://youtu.be/avbkJRLv1cA.

Miller, C. (2020, July 31). How trauma affects kids in school. https://childmind.org/article/how-
trauma-affects-kids-school/.

Minahan, J. (2019, October). Trauma-informed teaching strategies.

http://www.ascd.org/publications/educational_leadership/oct19/vol77/num02/Trauma-
Informed_Teaching_Strategies.aspx.