Running head: DIVERSITY STATEMENT OF INFORMED BELIEFS

Diversity Statement of Informed Beliefs

Peterson, Alissa
Instructor: Dr. LueLinda Egbert
EDUC 204: Families, Communities, and Culture MWF 9:00

DIVERSITY STATEMENT OF INFORMED BELIEFS

Statement of Informed Beliefs

From the outside schools can be perceived as the same from year to year and classroom
to classroom. This could not be further from the truth. Although each child is unique, each child
enters the classroom with the common goal to learn. As a future teacher it is my responsibility to
gain the knowledge and skills necessary to help each student achieve their goal. I will address
my system of informed beliefs throughout the next four subtitles.
All Students Can Learn
A students ability to learn is cultivated by many external and internal factors. Through
being raised in diverse families and cultures each student will have varied levels of knowledge
and understanding when they enter my classroom. Learning styles will play a huge role in the
classroom. Learning style is defined as a consistent pattern of behavior and performance by
which an individual approaches education experiences (Berns, 2013). How I respond to my
students learning style will directly affect their learning experience and understanding.
I will ensure that all students learn by being attentive to their zone of proximal
development. Lev Vygotsky defined the distance between what a learner can do by themselves
and what they can do with the guidance of a learner of greater understanding as their zone of
proximal development (Berns, 2013). I will employ a predominately authoritative teaching
style. This democratic system of educating will foster a positive learning environment for all
students. My classroom will be a place where group discussions will lead to decisions. Along
with this concept the students will also be responsible for the consequences of their decisions
positive or negative.

DIVERSITY STATEMENT OF INFORMED BELIEFS

They will participate in group activities, and have opportunities for hands on learning.
Through learner-directed curriculum we will, as a team, come up with tasks and assignments
that will encourage students progress. Jean Piagets theory of cognitive development stresses
the importance of interaction with others. Students will achieve more when they are active
learners (Berns, 2013). The interaction between teacher and student directly affects the childs
willingness to apply themselves and their success. The only expectation a teacher should have of
their student is that they will learn. It is my job to ensure that this happens for all of my students
regardless of disability or cultural barriers. To achieve the expectation that all students can learn,
I will treat each student with equal courtesy and respect. All of my students will be aware of my
expectations for them individually and as a class.
Students Social Ecology
Urie Bronfenbrenners bioecological theory states that there are four areas of a persons
life that interact to shape behavior and development; the microsystem, the mesosystem, the
exosytem and the macrosystem (Berns, 2013). Children learn best when education involves other
aspects of their lives. By including their family, culture, traditions and way of life, learning will
be relatable and thus more meaningful to the student. This correlation will be accomplished by
linking the students microsystems into my curriculum. A childs microsystem includes family,
school, peer group, or community (Berns, 2013). Families are the first teachers of children,
therefore a crucial ally. Linking the microsystems of family and the school (mesosystem) will
increase the importance of education to the student. When parents feel they are part of the team
and vital to the success of their child they are more willing to be involved. I will aim to have a
strong parent teacher bond throughout my career. I will accomplish this through encouraging
parent participation in my classroom, and requiring parent input on homework assignments.

DIVERSITY STATEMENT OF INFORMED BELIEFS

When a childs needs are being met through positive system interactions that child can focus on
learning. If there is a breakdown of a system, it will inevitably have an impact on that childs
school experience.
Discrimination and Learning
I will be aware of each students family dynamic and be sensitive to the affect that it has
on their ability to learn. I will learn about the customs and traditions of different ethnicities in
my community. Ethnicity refers to the attributes that a person identifies themselves by. This can
be through national origin, culture, race, or religion (Berns, 2013). With the knowledge gained I
will create different lessons and group projects to help the students learn about and appreciate
this diverse community that we live in.
Cultural anthropologist Edward T. Hall said that people from different macrosystems
view the world differently (as cited in Berns, 2013). Macrosystems include the society and
subculture to which the person belongs. A person from one macrosytem may not know that there
are other ways of thinking (Berns, 2013). Historically educators encouraged the minority to
assume the ways of the majority, or cultural assimilation. Over time it was discovered that
through promoting cultural assimilation many students couldnt learn. Not because they didnt
have a desire to, but because they couldnt learn the way they were being taught.
This process lead to promoting cultural pluralism a mutual appreciation and
understanding of various cultures and coexistence in society of different languages, religious
beliefs, and lifestyles (Berns 2013). Cultural pluralism is essential to a constructive classroom.
Teachers cannot simply encourage tolerance. We must help students embrace their differences,
and celebrate those of others. Howard Gardner acknowledged that because all children learn

DIVERSITY STATEMENT OF INFORMED BELIEFS

differently educators need to adjust the curriculum to create a thriving learning environment
(Berns, 2013). American classrooms are evolving from a teacher-directed context to learnerdirected context. This is a movement from teacher planned curriculum to individual interest
curriculum with teacher guidance (Berns, 2013). Research has shown that students not only learn
more but better from discussing subjects with their peers (Berns, 2013).
Equitable Education for All Students
Each child has a way that they learn best, it is up to the teacher to provide various
avenues for learning material. Laws have been passed to ensure that children with disabilities
have an equal opportunity to learn. The Individuals with Disabilities Education Act (IDEA)
requires individualized education programs or IEPs be written for each child with a disability.
This plan is reviewed by the child, parent, teacher, health professional, and principal linking the
majority of the students Microsystems (Berns, 2013). This process fosters teamwork and
ensures a higher level of achievement for the student.
Aside from disabilities, students have other environmental factors that will affect their
educational success. Divorce and living in poverty have effects on emotional well being and in
turn affect the childs self concept. A large portion of our students are living in dual income
households or being raised by single parents. This has led to an increased number of latchkey
children, or children carrying house keys and letting themselves into their homes, forced to take
care of themselves after school (Berns, 2013). All children are entitled to an equal education
regardless of their physical or mental disability, family dynamic, ethnic background, or financial
state.

DIVERSITY STATEMENT OF INFORMED BELIEFS

By utilizing the results of both authentic assessments and standardized tests I will
construct a curriculum to benefit all. Authentic assessments are evaluations based on real
performance while standardized tests compare individuals to a group norm (Berns, 2013).
Educators must embrace constant change and be willing to adapt lesson plans accordingly.
Providing opportunities for tasks to be completed on their own as well as in groups will allocate
equal success. Allowing access to supplies and guidance for homework is essential for students
that may not have adult supervision or access to supplies after school.
Benjamin Spock (as cited in Berns, 2013) wrote a book in 1946 promoting a more
lenient approach to parenting, advising parents to enjoy their children and their roles as parents.
In 1957 he revised his advice and stated that parents couldnt focus solely on their childs needs.
Acknowledgment of what children will contribute to society gravely needed attention. He
stressed that children need to feel loved, but parents have the right to insist on certain principles
of behavior (Berns, 2013). Teachers assume the role of parents in the schools, and Spocks
advice will be applied in my classroom. My students will know not only that I believe they will
succeed, but that I expect them to succeed. We will accomplish this task together through hard
work and determination.
Each and every child has a desire to learn and succeed. Through personal experiences,
physical or mental differences they may need reminded that they can achieve greatness. My duty
as an educator is to provide a spark that will ignite a fire in each of my students. I aspire to have
a classroom of non judgment, equal opportunity and constructive challenges that will foster
greatness.

DIVERSITY STATEMENT OF INFORMED BELIEFS

Reference
Berns, R.M. (2013). Child, family, school, community: Socialization and support (9th ed.)
Belmont, CA: Thomson Learning, Inc.