Running head: Statement of Informed Beliefs

Diversity Statement of Informed Beliefs

Adriana Sanchez Instructor: Dr. Evin Fox EDUC 204W: Families, Communities, and Culture College of Southern Idaho Spring 2013

Statement of Informed Beliefs Introduction Throughout the world, the foundation of all education is being taught. Math, Reading, and Language all take place, as these skills are necessary for successful living. However, there are ways in which a learner receives and interprets this knowledge can vary in styles and methods. In the field of education, teachers thrive on the challenge being given them of turning out the future leaders. Daily, teachers strive to advance all learners in spite of the socioeconomic, religious, ethnicity, and other detriments the aspects of a child's community which they may come. It is this attitude of rising to the level of excellence that I find so appealing, and thus, I have chosen this field and these people to include myself. For this reason I have decided to include myself in this field of Elementary Education. I will strive to achieve, with the joint force of teachers, to increase learning for all students regardless of their backgrounds. I will analyze my system of informed beliefs in the following four points. Students Ability to Learn A Chinese Proverb says, Give a man a fish, and you feed him for a day. Teach a man to fish, and you feed him for a lifetime. It is an old saying, but still remains applicable, even now with all the technological advances made in the last few decades. The same can be said of a

teacher. Teaching students how to learn enables them to seek out knowledge as they continue in life. All students have the ability to learn. The ability to learning differs in accordance to their learning style, needs, interests, and abilities. The social perspective of where they came, definitely impacts the students ability to learn, however the teacher is still responsible for their learning. It is my job to scaffold when necessary to ensure connections for the students across all content areas. I will ensure that every student learns, by being cognizant of their abilities and creating a classroom environment that is warm and welcome for students to discuss and learn versus being penalized for incorrect answers. Instead of being drilled and penalized for wrong answers, I will keep in mind that every student is unique, and utilize different forms of assessment and instruction, scaffolding content to ensure concrete connections for all learners. Rousseaus study is in a fashion similar to the current ideology of the problem-solving method. Rousseaus Emile (1762) emphasized that the learner-directed model teaches the student how to learn and seek the knowledge versus what is taught; this style is learner-directed allowing the students abilities to direct the curriculum. I will lead the classroom in a democratic way, modeling the behavior that is expected of them. The authoritative approach is the best model I feel, as statistically it allows for student exploration and growth while instilling the sense of boundaries and expectations. Teacher Expectations Ginott (1971) created a model in which the teachers behavior ultimately leads to the behavior in the classroom. Although there hasnt been research to support this model, I feel that this model would benefit not only behavior in the classroom but the academic readiness as well.

As the teacher I would have high expectations of each student regardless of socioeconomic status. This would instill the motivation and support for each student that they are capable of anything if they have the desired outcome set their minds to. Educational goals are imperative to expectations. Setting goals as a class and having the students set individual goals gives them the accountability in achieving the goal and inevitably transfers to real world applications of having a goal in mind, and finding success once achieved. As a teacher I am there for guidance and modeling. I will speak fondly and proudly of my educational experiences. Sharing my personal goals and relate them to how all goals: academic, social, and vocational goals (John Goodlad as cited by Berns, 2010) can all be developed and achieved by hard work and it all stems from expectations. Students Social Ecology Theory The manner in which a student learns is directly related the manner in which he or she was socially brought up. The most important social influencer in a childs life begins with his or her family. Family is a microsystem which is the closest to the individual and it is from this system that students learn values, attitude, and self-esteem. The mesosystem which link family, friends, school, and community also impacts a childs learning. The more interactions and experiences a student encounters within these systems equates to a higher chance for academic excellence and overall, success. It is my job as the role-model to show the students how interrelationships can increase both cultural and academic goals and knowledge. According to Vygotskys tools of the mind theory (Berns, 2010), the students gain more from reflection on learning than the actual recall system. The Microsystem is directly connected to this theorist because there is a relationship that is based on a person of great experiences. In

the tools of mind, students are the novices and are paired with a master in order to enhance their learning. Cultural Diversity Instruction All students have the right to achieve in any educational setting. It is in the best interest of students to be culturally well-rounded. The teacher must be open to diversity and equality regardless of gender, race, among others, ethnicity, etc. The classroom is designed to be a safe environment for students to learn, this includes students sharing their heritage and beliefs. Given the opportunity to participate in various group projects within the classroom, the teacher will have the ability to diversify groupings, thus enabling another factor of the macrosystem. The macrosystem is a large factor in a students ability to socialize, and provide personal reflection; a prime example of Vygotskys zone of proximal development. Students will learn differently based on whether they are working individually or with a group of higher-level learners (Berns 2010). America has been trying to embrace the idea of cultural pluralism, in which society is welcoming a multitude of different religions, beliefs, and languages. A growing concept of multicultural education is allowing for the student to celebrate their culture and demonstrate its traditions. Where the melting pot theory is a culmination of blending and molding other cultures to conform to one, the salad bowl theory, allows for cultures to coexist together, share their heritage, and not lose sight of their individuality in their culture. As a piece of stained glass artwork, the differences are what make it beautiful. The antiquated process of cultural assimilation, or the molding of cultures into one (melting pot), is rapidly on the decline in America.

According to Dr. Leslie Wilson several elements need to be addressed in the planning of instructional models (L. Wilson, 2005). Some of these include: 1. Being able to identify the rationale of curriculum being taught. 2. Actively engaging students in different modalities to cement learning. 3. Making instructional strategies applicable to students lives. 4. Giving students meaningful assignments that can be applied later in life. Curriculum for all Learners Along with the advancement of technology, the mix of various religions and cultures, and children with disabilities, teachers are faced with the task of identifying direct curriculum and lesson plans, and adapting those so that every student can learn equally. The majority of students with disabilities also have individualized education programs, or IEPs. Inclusion, which allows for said students to receive their education within a general education class, is not only a successful philosophy, but is also required by the IDEA ( Berns, 2010).
1. Continuous scheduling conflicts with divorced and dual income familys forces the

teachers constantly bring to the forefront the importance of the students education.
2. The correlation between a student in an academic setting and that of their home is

evident. Therefore, a student from a low income household with low language usage will struggle in the academic setting. 3. Emotional upheaval in the students home causes damage to the students academic and social ability.

7 4. Outside of a Magnet School, public teachers are still required to identify and challenge

gifted students. Teachers must also be able to assess growth of each individual student. It is also important to know how much information the student retains. Standardized testing is a way to assess a students knowledge, and plethora of this assessment in this style is used continuously. However, In addition to standardized tests, teachers must be able to evaluate the students whole knowledge base of the content. Teachers use authentic assessments which allows for a broader picture of the students achievement. Coinciding usage of these strategies, with this the teacher must be flexible to adjust lesson plans and to implement accommodations for any student that needs it to create a fair opportunity. By being open-minded in the manner in which the lesson is executed, it is surmised that the diversity of the classroom will be a success. Ideal teachers make these adjustments per student because they care about the student. Rousseaus Emile (1762) concurs with Horowitz (Horowitz, 2001) noting that children in learner-directed settings had a more positive attitude towards school and their teachers, than in teacher-directed settings. A good teacher successfully balances both learner-directed and teacher-directed lesson plans and activities. Within that the teacher uses various modalities to ensure the success of all learners. These cement learning and better serve the student population. Some of these modalities are: 1. Auditory 2. Kinesthetic 3. Visual 4. Tactile

Conclusion All students not only have the right to learn, they also have the ability. It is the teachers role to ensure that the student is not only learning, but that the student is excelling and seeking knowledge. I will create a classroom environment that is free from judgments and filled with positive reinforcement for students. I will use a variety of teaching methods and assessment tools to increase learning for all students regardless of their backgrounds.

References th

Berns, R.M. (2010). Child, family, school, and community: Socialization and support (9 Belmont, CA: Thomas Wadsworth. Ginott (1971). www.d55.k12.id.us/Plato/I-pln%2olinks/CHPWLN-PWLN/white
%/PrinciplesforTeachingProblemSolving.pdf

ed.)

Horowitz, Frances Degen (2000, Jan./Feb.). Child Development and the PITS: Simple Questions, Complex Answers, and Developmental Theory. Child Development, 71, 1-10 L. Wilson, (2005). http://www4.uwsp.edu/education/lwilson/curric/plangen.htm Rousseaus Emile (1762). www.sagepub.com/npm-data/40497.pdf