Running head: STATEMENT OF INFORMED BELIEFS

Statement of Informed Beliefs

Stephanie Rose
College of Southern Idaho
Instructor: Evin Fox
EDUC 204: Families, Communities, and Culture
Fall 2014

STATEMENT OF INFORMED BELIEFS

Statement of Informed Beliefs

Introduction
Lifelong educator Rita Pierson said, Every child deserves a champion an adult who
will never give up on them, who understands the power of connection and insists that they
become the best that they can possibly be (Ted Talks, 2013). A teachers responsibility to his
or her students is to prepare them with the skills and knowledge to become successful members
of society. Arriving at this monumental task requires both the teacher and the student taking
responsibility for learning. The teacher must continually work to build positive relationships
with every student regardless of his or her socioeconomic status, background, culture, race,
ability, or gender. Building relationships with students are important for building trust and
communication. When a student is able to trust his or her teacher and recognize the confidence
the teacher has in the individual, the student is empowered with the initiative to learn. Equipped
with the initiative to learn, students are not only acquiring knowledge but are obtaining necessary
life skills to become leaders and problem solvers. An educator must be a role model, a
supporter, a champion.
Students Ability to Learn
Every student is a capable learner. A child is naturally filled with wonder and the desire
to learn. The duty as a teacher is to present subject matter that is meaningful to our students and
facilitates a connection to the real world. It is the teachers responsibility to present
developmentally appropriate material in a comprehendible and interesting way with the goal of
stretching their students minds just beyond their current knowledge. Understanding child
development is crucial for knowing the student, as well as identifying his or her learning style
and what is his or her zone of proximal development. The National Association of the

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Education of Young Children (NAEYC) guidelines for developmentally appropriate practice

states, Development advances when children have the opportunities to practice newly acquired
skills, as well as when they experience a challenge just beyond the level of their current mastery
(Charlesworth, 2008, p. 112). Although successful outcomes of instruction are important to a
student and provides a platform to scaffold from, the process of learning is just as if not more
important for an optimal learning experience.
The teacher sets the stage for learning in the classroom and is responsible for the success
or failure of the class. A balance of teacher-directed and learner-directed curriculum is
necessary for academic achievement and individual success. It is attainable to follow or create a
curriculum that covers the necessary lessons but to guide the lesson that embraces the students
interest. Positive energy, empathy, professionalism, trustworthiness, and flexibility are all traits
a teacher must possess to successfully earn the respect of the classroom and nurture learning.
Every student is an individual and his or her uniqueness, strengths, and weakness need to be
recognized. This is demonstrated in Howard Gardners Theory of multiple intelligences and
allows for children to learn within his or her working style. Teachers must initiate diversity in
the delivery of their instruction and adapt lessons to the needs of every student. Through
curriculum and assessments we are able to make a determination as to what is appropriate and
beneficial to the classroom.
Children are innately inquisitive and eager to learn. Teachers can empower students by
providing an environment where children become active learners and take charge of his or her
education. Empowering a child is a vital tool to their emotional, social, and academic success.
Teachers hold the keys within the classroom to motivating a student and assisting him or her in
being the best they can be.

STATEMENT OF INFORMED BELIEFS

Students Social Ecology Theory

One of the goals of a teacher is to prepare students for success in society. This can be
accomplished by nurturing an atmosphere that is conducive for socialization. According to
Roberta M. Berns (2013), Socialization aims to develop a self-concept, enable self-regulation,
empower achievement, teach appropriates social roles, and implement developmental skills (p.
36). These traits are all necessary for academic achievement. By understanding the systems in
Social Ecology Theory and their effects on a student, educators can be more effective by
adapting his or her teaching style to reach all students. Teachers cannot change the
circumstances of a child at home or the neighborhood the child lives in. What an educator can
control is the atmosphere of the classroom and the connection made to the community and to
families. Teachers should learn and become aware of the learning styles at home because,
researchers (Hillard, 1992; Tharp, 1989; Park, C.C. 2001) suggest that children develop
learning or cognitive styles based on the socialization they receive in their families and peer
groups (Berns, 2013, p. 229). Armed with this information teachers can tailor their curriculum
to best fit their classroom. In the classroom teachers must model conflict resolution, valuing
others, and treating others with respect to foster positive social interactions for life. Educators
need to live up to societys expectations of education which is the transmission of the cultural
heritage: the accumulated knowledge, values, beliefs, and customs of society (Berns, 2013, p.
187). Educators also need to fulfill the individuals needs for education by teaching the
necessary skills and knowledge to become self-sufficient and to participate effectively in
society (Berns, 2013, p. 187).
Within the macrosystem, our government creates laws, creates programs, and policies to
serve children in the school system. Policies in education are continually being developed and

STATEMENT OF INFORMED BELIEFS

acts are being passed such as The Individuals with Disabilities Education Act (IDEA) to embrace
inclusion in the classroom. Responsible teachers must serve as advocates for children to uphold
and honor policies and acts placed to protect and better serve all children. It is also a teachers
calling to protect and report children that are unfortunate victims of abuse, neglect, and violence.
Teachers seeking strong ties and support within the mesosystem, or the community, such as
local businesses can encourage donations and invite guest speakers in the classroom. Being
knowledgeable of community agencies and can be useful as referrals for counseling and medical
services or programs to alleviate financial stress. By contributing to a students wellbeing and
providing opportunities to have positive experiences between school, family, and the community
children will be better equipped in preparation for the world that awaits him or her.
Cultural Diversity Instruction
Weinstein (2003) suggests, "The fundamental task of classroom management is to create
an inclusive, supportive, and caring environment in which students frequently engage in
desirable, constructive, and prosocial behavior" (as cited in Wardle, 2008, para. 5). Effective
classroom management is making sure that every student is touched by the lesson being taught.
Approaches to teaching must be diverse and varied to give every student the opportunity to learn
and feel a part of the classroom community. Our country values a culture of individualism but
not everyone fits that mold, some are from a collectivist culture. Educators must use teaching
strategies to celebrate and encourage individual achievement while promoting group
achievements in the classroom as well. Morals and values from all cultures must be incorporated
into the curriculum to reach every student. Although cultural assimilation has been the norm in
classrooms that does not promote equal learning for all children. By promoting cultural
pluralism in a classroom through materials and information children have the equal opportunity

STATEMENT OF INFORMED BELIEFS

to be respected and valued as well as gaining the most from their education. Getting to know
families and their beliefs and values can also be insightful information to bring into the
environment. Biases are not acceptable in a classroom and should be put aside to ensure
everyone feels accepted and important. By incorporating cultural diversity in the classroom we
are giving children a sense of belonging. Wardle (1995) explains:
For children to develop a sense of belonging they must see themselves, their families,
and their communities represented throughout the center or school in books, posters,
artwork, family sets, dolls, cooking utensils, environmental print in their languages,
photographs, workbook illustrations, etc. (as cited in Wardle, Concrete Experience
section, para. 2)
The more we teach recognition and appreciation for cultural diversity the closer we bring our
students to compassion and acceptance for all individuals.
Curriculum for All Learners
Curriculum in a classroom is crucial to the structure of the classroom and must be
adaptable to all students. Curriculum should be valid and proven effective to promote effective
learning in the classroom. Students do not fit one mold and flexibility within the curriculum
ensures every child reaching his or her maximum learning experience. A moldable curriculum
providing differentiated instruction enables teachers to maintain an inclusive classroom that can
provide learning opportunities for students of diverse cultures, special needs, abilities, and
learning styles. Curriculum should evolve and contain current and relevant materials and subjects
to include all students. A classroom should be alive and interactive. Professor Charlesworth
explains that constructivist theorist, Jean Piaget believed children develop cognitively through

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play and their activities and Lev Vygotsky believed the adults role to scaffold during play was
vital to the learning process (2008, p.19).
As important as the curriculum and the process are assessments. Teachers need to know
what is working and is not. Assessments are vital to keeping the curriculum relevant and
applicable to the students. Through assessment we can plan, report, and evaluate not only the
curriculum but the class and the individual student and his or her progress. The use of formal
and informal assessments gives a good variety of information to analyze the current method of
curriculum and advancement of the students. Anecdotes based on observations and portfolios
are excellent examples of informal assessments that can be used for evaluation and also shared
with a student and his or her family.
Conclusion
Teachers are responsible for creating a classroom full of lifelong learners filled with
information to form his or her individual ideas and way of thinking. I believe an excellent
teacher must always be thinking, caring, planning, creating, serving as a role model to students.
Jean Piaget, psychologist and theorist, was famously quoted saying:
The principle goal of education in the schools should be creating men and women who
are capable of doing things, not simply repeating what other generations have done; men
and women who are creative, inventive and discoverers, who can be critical and verify,
and not accept everything they are offered. (Cherry, n.d.)
It is necessary to realize that no one child fits into one mold. By creating an environment
that has the goal to reach and teach every individual, to accept and celebrate every individuals
uniqueness, support students growth and knowledge to become a generation of thinkers and
problem solvers then we have done our duty as a teacher.

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References
Berns, R. M. (2013). Child, family, school, community (9th ed.). Belmont, CA: Wadsworth.
Charlesworth, Rosalind. (2008). Understanding child development (7th ed.). Thomson Delmar
Learning Corporation: Clifton Park, N.Y.
Cherry, K. (n.d.). Jean Piaget's Life and Contributions to Psychology. Retrieved November 25,
2014, from http://psychology.about.com/od/profilesofmajorthinkers/p/piaget.htm
Rothstein-Fisch, Carrie & Trumbull, Elise. (2008 Jan.) Managing diverse classrooms. Managing
diverse classrooms. (A new way of thinking about classroom management). Retrieved
from http://www.ascd.org/publications/books/107014/chapters/A-New-Way-ofThinking-About-Classroom-Management.aspx.
Ted Talks. (2013, May 3). Rita Peirson: Every Kid Needs a Champion. (Video). Retrieved from
http://www.youtube.com/watch?v=SFnMTHhKdkw.
Wardle, Francis, P.h.D., (n.d.). Diversity in early education programs. Retrieved from
http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=548.