Running head: STATEMENT OF INFORMED BELIEFS

Statement of Informed Beliefs

Kyra Stokes

Instructor: Daren Olson

EDUC 220

Fall 2018
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As I sit here, just months away from getting my Associates Degree in Elementary

Education, I can’t help but think about how close I am to really having my own

classroom. Until now, I didn’t think I was ever going to be ready. There are many things I

have learned and will take with me into my classroom. I am going to discuss a few

important categories and some strategies I have to becoming a successful educator; all

students can learn, teacher’s expectations, student’s social ecology theory, cultural

diversity instruction, and curriculum for all learners.

Informed Beliefs

Like most people, my beliefs were created as I was growing up. I guess you could

say I kind of inherited them. According to our textbook Child, Family, School,

Community Socialization and Support, written by Roberta M. Burns (2016) , through a

process called identification, children will begin to assume the attitudes and beliefs that

their parents do (pg. 427). I adopted the same beliefs my parents had when I was

younger, because that is all I knew. As I grew up I started adopting beliefs from others

around me such as my friends and teachers. Now, I would have to say the majority of my

beliefs come from my job. Working as the Youth Mentor in our small town middle

school has change my view of things. Seeing things first hand gives me a new

perspective.

All Students Can Learn

Every student learns differently, but they all have the ability to learn. Berns

(2016) states, “The student comes to school with a unique combination of family and

cultural background, learning styles, abilities, motives, and interests,” (pg. 240). Students

are unique and all learn at their own pace. One may excel in math, but struggle
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tremendously in reading. Some students may shut down or have extreme behaviors when

they do not understand a task, while others ask questions. There are always going to be

learning barriers we come across, as teachers it is our responsibility to accommodate

them. We need to find out what we can do to help them learn at their fullest potential.

Accommodations can vary dramatically. An accommodation could be reading the

text to the child who struggles in reading, setting up a reward system, or creating a

strategy help a student verbally express when they need more help. According to the

National Center for Education Statistics (2018) the number of special education students

continues to increase. They state, “From school year 2000-01 through 2004-05 the

number of students ages 3-21 who receive special education services increased from 6.3

million, or 13% of total public school enrollment, to 6.7 million or 14% of total public

school enrollment.” This research leads me to believe every class will have a student that

is going to need accommodations. Our job is to fulfill that need.

When I become a teacher I will make sure I am aware of accommodations that

need to be made or behavioral issues that may arise. I will seek information from

previous teachers on successful strategies. I will provide desk bands for those who

struggle sitting still, this will help them to “fidget” while they listen to instruction. I will

allow preferential seating, as long as it doesn’t become a distraction. Every child is

different, therefore, I will play trial and error until I find the right strategy for each

student.

Classroom management is one of the most important aspects to becoming an

effective teacher. Berns (2016) states, “Well-managed classrooms appear to run by

themselves with the teacher spending most of the time teaching rather than dealing with
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behavior problems, (pg. 244). As the teacher, to manage my classroom, I will have all of

my materials organized accordingly. I will have all the appropriate papers ready to be

disbursed and have a solid lesson plan I will refer to. There is a great power in reward

systems. I will set up a classroom reward system that students have input in. I will have

laminated play money that the students can earn throughout the day. They can earn

money for answering questions, working hard and quietly, turning in assignments,

helping others, and any other desirable behaviors. I will have a class store set up where

they can purchase items from using their “Class Bucks”. This will give everyone

motivation to work hard. I will also ensure everyone is learning.

One way to do to ensure students are learning effectively is by creating small

groups. This could be reading pairs, quiz bowls, projects or other content specific

activities. This allows those who are struggling to not feel like they are singled out and

always have to work with the teacher. Sometimes, students learn better from each other.

Berns (2016) states, “Effective teachers are those who are collaborators with the students

in learning; they can motivate students to be curious by asking questions” (pg. 242). It

will be important to ensure that there is plenty of collaboration time.

Another important thing I would like to do is collaborate with my colleagues to

share what strategies I am using and hear what they are using. This will ensure that we

are all on the same page and will help us to become the best teachers we can.

Teacher’s Expectations

The expectations teachers hold on their students can have a large impact on their

ability to learn. Berns (2016) states in our textbook, “Teacher expectations about students

do not have a direct impact on student behavior; it is only when these expectations are
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communicated to the students and selective reinforcement results in shaping their

behavior that teacher expectations have an impact,” (245). If you hold your expectations

too high, then the student feels as if they will never reach them and will only experience

failure. If you set expectations too low, students will never push themselves to do better.

Students will simply just do enough to complete the task and never be challenged.

Expectations will change from class to class and even student to student. As previously

stated, every student learns differently, so their expectations may vary. As a teacher, it is

my job to find the right expectations for each student, to push them, to challenge them,

and to help them succeed while reinforcing them throughout.

A teacher without appropriate education goals will be unsuccessful. According to

Simon Fraser University (2009) on their website called Educational Goals, they say that

educational goals are the skills, competence, and attributes a student should obtain upon

completion of the course. These can be based on short term and long term. Short term

goals can be as simple as moving up a reading level or memorizing your sevens

multiplication fact. Long term goals are more towards your career choice. These goals are

important because without them the students would have nothing to work towards and

help them to be accountable. They also are intended to improve the students learning and

help them to learn at their fullest potential.

Students’ Social Ecology Theory

As teachers, it is our job to make sure that when our students are ready to go out

into the real world, they can be an appropriate, functioning adult in society. Some

students are not taught these skills at home, so without an education, they cannot succeed

appropriately in society. They need our help getting everyone on the same page about
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what is acceptable. As well as how to socialize appropriately so they can succeed on their

own when they are adults.

Teachers have to keep in mind the many issues that can have an effect on a

students’ learning. Family can have a big effect especially if the family struggles

economically. Berns (2016) states, “All families experience stress, such as work

problems, health problems, and relationship problems. However, parents with low

incomes may have other stressors related to poverty that influences their well-being, the

tone of their marriage, and the quality of their relationship with their children” (pg. 127).

Those student may come to school tired, hungry, or in dirty clothes. These are all barriers

we have to work through to help the student work to his/her fullest potential.

Another factor that can effect a students’ learning is culture. Berns (2016) states, “The

number of people 5 and older who speak a language other than English at home has more

than doubled in the last three decades, at a pace four times greater than the nation’s

population growth, according to U.S. Census Bureau report 2007,” (pg. 247). Teachers

have to keep in mind the student may not be from here and English is not their first

language. They could still be trying to learn English in general. Teachers need to make

sure that we are accommodating that student to eliminate the language barrier.

Communities can also impact students’ learning. Berns (2016) states, “The

community is a socializing agent because it is where children learn the role expectations

for adults as well as for themselves,” (pg. 379). There are many support systems such as

counseling services, after school programs, activities, volunteer options, and support that

helps students learn. Counseling services help students work through their current

problems and those they may face throughout their lives. After school programs and
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activities give kids something to do to keep them busy, which in turn keeps them out of

trouble. Communities provide places for students to volunteer where they learn

independence and skills they can use later in life as well as the opportunity to help out

someone in need.

Cultural Diversity Instruction

As a teacher I will learn about each one of my students and where they are from.

With that knowledge, I will incorporate activities and time for sharing for each student. I

will set up class celebrations for some of the holidays from their cultures, not just the

ones in America. I will ensure they have the opportunity to share where they come from

and what it is like, as well as do some virtual field trips. I want my students to accept

everyone, no matter where they came from.

There are different macrosystem philosophies regarding how ethnic groups should

be socialized in schools. Berns (2016) explains those philosophies as, Cultural

Assimilation is where two difference cultural groups merge their values and beliefs

together. Culture Pluralism does not blend, they stick with their own cultures and do not

change to merge with those around them, (pg. 212). My goal as a teacher is to create

more cultural assimilation in my classroom. We will acknowledge and celebrate the

traditions in other cultures, not just those that are celebrated here.

Curriculum for all Learners

In my experience in the school district, I know lesson plans to not always go as

good as expected. Sometimes, they are a complete bust. As a teacher you have to be

willing to make adjustments and try again. I work very close to our school Instructional

Coach, Denise Sherman, one thing she has taught me is if a lesson plan does not work,
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don’t give up. “Chances are it just needs a few tweaks to it and it will be perfect.” With

this I will keep in mind some students may need somethings to be a little different. I will

keep a notebook of things I did, what worked, and what didn’t. With that I can adjust it to

make it successful.

Based on my 4 years of experience in the middle school, I am a big fan of the

STAR test. If the student takes it seriously and really tries, it shows their progress, if they

are stagnant, or falling behind. I would STAR test them every month and monitor their

progress throughout the year. This allows me to make the appropriate adjustments to

improve their learning.

Conclusion

Graduation is just months away and I am feeling confident in my ability to

becoming a successful educator. With the knowledge in the categories; all students can

learn, teacher’s expectations, student’s social ecology theory, cultural diversity

instruction, and curriculum for all learners, that I have gained thus far, and the strategies

that I plan to use, I will do great in the classroom. Although I still have a ways to go, the

knowledge that I have today is a big part of what will make me a successful teacher, this

knowledge will be what I take with me into the classroom, and I will continue my path at

being a lifelong learner.

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References

Berns, Roberta. Child, Family, School, Community: Socialization and Support. 10th ed.,

Cengage Learning, 2016.

“Children and Youth With Disabilities.” National Center for Education Statistics (NCES)

Home Page, a Part of the U.S. Department of Education, National Center for

Education Statistics, Apr. 2018, nces.ed.gov/.

D. Sherman, personal communication, October 2018.

“Simon Fraser University Engaging the World.” Education Goals, www.sfu.ca/.