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Final Statement of Informed Beliefs

Jacob J. Bull

College of Western Idaho

EDUC 220; Diversity in the Schools

Natalie Tau

March 17, 2023

Introduction

As a developing professional in the field of education, it is essential to reflect on one's own

beliefs about students, teaching, education, and diversity. This paper serves as a reflection of my

personal beliefs, informed by research and theories on teaching and learning, as well as by the

time I have spent observing in classrooms. The purpose of this paper is to evaluate and clarify

my own beliefs, which will provide the foundation for how I approach teaching. By exploring

these beliefs, I hope to gain a deeper understanding of myself as a teacher and become better

equipped to meet the needs of all my future students. As an educator, I believe that all students

can learn and it is my responsibility to ensure that all students have access to quality education.

Teacher expectations play a significant role in shaping students' abilities to learn, and it is

important to acknowledge and build upon the life histories and experiences of students' ethnic

backgrounds in order to create a culturally responsive classroom. By connecting learning to

students' social ecology, I believe that I can create an inclusive classroom environment that

fosters a love of learning and enables all students to reach their full potential.

All Students Can Learn

All students have the potential to learn and it is the responsibility of teachers to create an

environment that promotes this learning. Teachers have the crucial role of facilitating students'

growth and guiding them toward academic success. In my view, each student has unique

strengths and abilities, and it is the teacher's job to identify and build on these strengths to

enhance their learning experience.

I plan to create a safe and inclusive classroom environment where students feel valued and

respected. Teachers should strive to create a safe and supportive classroom environment

that fosters positive relationships and mutual respect among all students. I believe that
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students learn best when they are engaged and interested in what they are learning. Therefore, I

plan to incorporate various teaching strategies, including hands-on activities, discussions, and

group work, to make the learning process more interactive and stimulating.

Another essential aspect of ensuring that all students learn is to cater to different learning

styles. I will strive to provide a variety of learning experiences that cater to visual, auditory, and

kinesthetic learners. Furthermore, I will incorporate technology in the classroom to create a more

interactive and engaging learning environment. In order to ensure that all students learn,

teachers must be intentional in their planning, delivery, and assessment of the curriculum,

taking into account individual differences and needs. As a teacher, managing and leading the

classroom is critical to ensuring that all students learn. Classroom management involves creating

a positive classroom environment, establishing clear rules and expectations, and promoting

positive student behavior. I plan to establish a positive classroom culture that promotes mutual

respect, responsibility, and accountability. I will create a positive learning environment by

greeting students as they enter the classroom, displaying student work, and engaging students in

positive interactions.

Carol Ann Tomlinson advocates for differentiated instruction, which addresses the diverse

learning needs of all students in the classroom. I believe that differentiated instruction is

extremely beneficial in any classroom, and plan to utilize it in mine. Differentiated instruction

encapsulates all of these previously mentioned principles and can help to create a positive

learning environment for all students.

Teacher’s Expectations

As teachers, our expectations of students have a significant impact on their learning. Research

shows that a teacher's expectations of students can affect their motivation, self-esteem, and
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ultimately their academic performance. When teachers have high expectations for their

students' learning, they are more likely to create a positive learning environment that

fosters growth and achievement. If a teacher expects high achievement from their students,

they are more likely to work harder, persevere through challenges, and ultimately achieve higher

levels of success. On the other hand, if a teacher expects lower levels of achievement, students

are more likely to give up and not reach their full potential. As teachers plan their curriculum,

they should consider how to incorporate opportunities for students to engage in critical

thinking and problem-solving, fostering deeper levels of understanding.

It is essential that teachers have high expectations for all students, regardless of their

background, culture, or prior academic performance. This means not making assumptions about

a student's abilities based on their appearance or any other characteristics. Rather, it is important

to treat each student individually and provide them with the support and resources they need to

achieve their full potential.

In addition to having high expectations, it is also important to set clear educational goals for

students. Educational goals are specific objectives that teachers set for students to achieve during

a specific period. These goals provide a clear focus for teaching and learning, help students stay

on track, and enable teachers to assess their students' progress accurately.

Educational goals can be short-term or long-term, and they can be related to academic, social,

or emotional growth. The key is to make them challenging but achievable, so students feel a

sense of accomplishment when they meet them. Goals can be set collaboratively with students or

determined by the teacher, but it is important to communicate them clearly and involve students

in the process of achieving them.

Hattie's Visible Learning for Teachers emphasizes the need for high expectations and

feedback to support students' learning and growth. I believe that not only are high

expectations necessary, but feedback is extremely important as well. Receiving feedback every

semester, from either students or parents or even both, is a very beneficial way to see what you

are doing right and wrong and help yourself improve in your first few years of teaching. Teacher

assessment provides valuable feedback to inform instructional planning and delivery,

enabling teachers to make adjustments to better meet the needs of their students.

Ultimately, having high expectations for students and setting clear educational goals are

essential elements of effective teaching. By doing so, we can help students achieve their full

potential and become lifelong learners who are confident, capable, and successful in all areas of

their lives.

Student’s Social Ecology Theory

In recent years, the concept of social ecology theory has gained importance in the field of

education. Social ecology theory is based on the idea that individuals and communities are

influenced by the physical, social, and cultural aspects of their environment. In the context of

education, this theory suggests that students' learning is not just influenced by classroom

instruction but is also shaped by their social ecology. It is important for educators to understand

the students' social ecology and use that knowledge to develop effective teaching strategies.

The student's social ecology is made up of various components, including their families,

cultures, and communities. The family is the primary source of a child's early education and

has a significant impact on a child's learning. Lareau's research on unequal childhoods (2011)

sheds light on how social class and family background can impact students' educational

experiences. A student's cultural background and community also play a crucial role in shaping
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their learning experiences. Cultural and community values can influence how students perceive

the importance of education and how they engage in the learning process.

As a teacher, it is important to understand the cultural and community values of your students

and incorporate them into your teaching strategies. This involves creating a safe and welcoming

classroom environment where students feel comfortable sharing their ideas and experiences.

Teachers can also incorporate culturally relevant teaching practices into their lessons, such as

using materials that reflect the students' cultures and traditions. Vygotsky's sociocultural theory

(1978) emphasizes the role of social interactions and cultural context in shaping students'

cognitive development.

Connecting learning to students' social ecology can also help students develop a deeper

understanding of the subject matter. For example, by teaching math through real-life examples

that are relevant to the students' communities, teachers can help students see the practical

applications of what they are learning. This can increase their engagement and motivation to

learn.

In summary, understanding students' social ecology is crucial for teachers in creating an

effective learning environment. It involves recognizing the impact of family, culture, and

community on students' learning experiences and incorporating this knowledge into teaching

strategies. By doing so, teachers can help students develop a deeper understanding of the subject

matter and create a more inclusive classroom environment.

Cultural Diversity Instruction

As a teacher, it is crucial to acknowledge and appreciate the diversity of students in the

classroom. One way to do this is to build on the life histories and experiences of students' ethnic

backgrounds. To acknowledge students' cultural backgrounds, I plan to incorporate diverse

literature, art, and music in my teaching. I will also invite guest speakers from different cultural

backgrounds to share their experiences and perspectives with the students. Additionally, I will

encourage students to share their own cultural experiences and histories with their peers in the

classroom.

Cultural pluralism and cultural assimilation are two different approaches to handling diversity

in the classroom. Cultural pluralism is the acceptance and celebration of diverse cultures,

traditions, and beliefs. This approach values and appreciates cultural differences and seeks to

create an inclusive and respectful environment for all students. In contrast, cultural

assimilation is the process of adapting to the dominant culture by abandoning or

suppressing one's cultural identity. This approach may lead to students feeling marginalized or

excluded from the classroom community.

As a teacher, I believe in promoting cultural pluralism and embracing diversity in the

classroom. The National Education Association (NEA) advocates for integrating culturally

responsive teaching practices in schools to support student achievement and success. I will

strive to create a safe and inclusive environment where students feel comfortable sharing their

cultural identities and experiences. I believe that by doing so, students can develop a greater

understanding and appreciation for each other's cultures, leading to a more enriching and diverse

learning experience for all.

According to Nieto and Bode, “Teacher preparation programs should include coursework

and training on multicultural education to help teachers create inclusive and culturally

responsive learning environments.” (Nieto and Bode, 2018). Personally, I agree that teachers

should all undergo some form of diversity training in order to better prepare them and help them
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understand their students in a more meaningful way. This sort of training would help teachers be

more empathetic towards their students as well.

Curriculum For All Learners

As a teacher, it is essential to adjust planning, delivery, and assessment to meet the needs of

all learners. To do this, I will gather data on each student's abilities and learning styles, such as

conducting pre-assessments, reviewing previous work, and observing students in class. With this

information, I can differentiate instruction by creating various learning activities that meet the

diverse needs of my students.

Teacher assessment plays an important role in instructional planning and delivery. Through

ongoing formative assessments, I will gather feedback on student progress and adjust instruction

accordingly. For instance, if I notice that a group of students is struggling with a particular

concept, I may revisit the topic and provide additional support. On the other hand, if students

demonstrate mastery of a skill, I will provide them with opportunities to extend their learning.

Perkins and Salomon's research on the transfer of learning explores how students can apply

their learning to new contexts and situations, which is a key goal of curriculum design.

To ensure that each learner improves upon his or her original level of learning upon entering

my classroom, I will set measurable goals and track each student's progress. For instance, I

will use data to create individualized learning plans for students who are struggling with specific

skills. These plans will outline specific goals and provide strategies to help students achieve

them. Additionally, I will provide ongoing feedback to students and their families to keep them

informed about progress and areas for growth.

Conclusion
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In conclusion, as a developing educator, it is important to evaluate and clarify my own beliefs

about teaching and learning. By reflecting on my beliefs about students, teaching, education, and

diversity, I have come to understand the importance of creating a classroom that is inclusive and

culturally responsive. By acknowledging and building upon the life histories and experiences of

my students, I can create an environment that fosters a love of learning and ensures that all

students have access to quality education. By connecting learning to students' social ecology, I

can create a classroom that is inclusive and supportive of all students, regardless of their

backgrounds or abilities. As I continue on my journey as an educator, I will strive to maintain a

growth mindset and remain open to revisiting and revising my beliefs, in order to continually

improve as a teacher and meet the needs of all my future students.

References

Berns, R., White, S., & Berns, R. (2023). Child, family, school, Community: Socialization

and support. Cengage.

Culturally responsive instruction: Best practices and supports. Culturally responsive

instruction: Best practices | REL Midwest. (n.d.). Retrieved April 17, 2023, from

https://ies.ed.gov/ncee/edlabs/regions/midwest/blogs/culturally-responsive-

instruction-best-practices.aspx

Hattie, J. (2012). Visible learning for teachers: Maximizing Impact on learning. Routledge.

Lareau, A. (2003). Unequal Childhoods: Class, race, and Family Life. The University of

California Press.

Nieto, S., & Bode, P. (2018). Affirming diversity: The sociopolitical context of

multicultural education. Pearson.

Perkins, D. N. (1992). Smart schools: From Training Memories to Educating Minds. Free

Press.

Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all

learners. ASCD.

VYGOTSKIJ Lev Semeonovič. (1978). Mind in society: The development of Higher

Psychological Processes. Harvard University Press.