Running head: DIVERSITY STATEMENT OF INFORMED BELIEFS

Diversity Statement of Informed Beliefs

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

DIVERSITY STATEMENT OF INFORMED BELIEFS

Statement of Informed Beliefs

We could learn a lot from crayons: some are sharp, some are pretty, some are dull, while others
bright, some have weird names, but they have all learned to live in the same box. Robert
Fulghum (as cited in GoodReads, n.d).
Today, we live in a society that has an incredibly unique and diverse composition. Within a
classroom, no child is the same. Thus, it seems absurd that teachers would teach as if they were.
Teaching is a complex profession where knowing ones students is of upmost importance. Each
student has different learning styles, interests, and backgrounds, however the quality of education
should remain high. This paper will provide an exploration of how students learn, an explanation of
the social ecology theory, an examination into discrimination and learning, and an insight into how
to provide equitable education for all students. While students come from an array of different
backgrounds, all students have the ability to learn and deserve the opportunity for equitable
education.
How All Students can learn
Children are complex beings; each child is unique and therefore learns differently. Ones ability to
learn subject content is based upon many factors, including their learning styles, needs, interests,
and abilities. Learning styles, refers to the consistent pattern of behavior which one approaches an
educational experiences and learns best. Some learners prefer or are naturally drawn to one
particular learning style while others are adaptive to multiple styles. Common learning styles
include kinesthetic (hands-on learning), auditory (listening to lectures), linguistic, and visual. In the
future, there may be a wide range of learning styles within the class I am teaching, thus it is
imperative that I adhere to needs of all of them. Teachers of one of the most influential aspects of

DIVERSITY STATEMENT OF INFORMED BELIEFS

young childrens lives and have the ability to make a difference. It is the teachers responsibility to
ensure that all students learn.
In terms of adhering to different learning styles, it is important that I do not only use one
method of teaching, but rather a combination. While, lectures are a great method to teach those who
are auditory learners, other students who are, for example, kinesthetic often struggle to maintain
retention and dont learn as much. Likewise, while hands on learning is advantageous for
kinesthetic learners, it might not be the best strategy for linguistic learners. Understanding each
students learning styles is just one aspect of component teaching. A component teacher is one
who works closely with each individual child and can communicate well with their students.
Additionally, a component teacher understands the importance of group dynamics in providing a
successful and rewarding learning environment.
While becoming a component teacher, I will be aware of each of my students zone of
proximal development and will provide scaffolding for those students who need it. The Zone of
proximal development (ZPD), first developed by Lev Vygotsky, refers to the "the space between
what a learner can do independently and what he or she can do while participating with more
capable peers" (as cited in Berns, R 2013, p.243). In simple terms, every student has a different
learning ability, and each individual has three distinct levels of learning. The lower level is the
content that the student can easily do by themselves. The second level is the content that one can
complete with the help of either a more capable peer or a teacher. Finally, the third level is the
content that is too difficult at the moment, and will lead to stress and other negative effects if forced
to attempt. This second level is the Zone of Proximal Development (ZPD). A common assistance
strategy is scaffolding. Scaffolding can include modeling a skill, providing hints or cues, and
adapting materials or activities.

DIVERSITY STATEMENT OF INFORMED BELIEFS

A teachers expectations influence students ability to learn. It is imperative that a teacher

does not form preconceived biases. In contrast, teachers should have high expectations of all
students. Within my classroom, I will promote self-efficacy, which is the belief that anyone can
master a situation with positive results (Berns 2013). I will promote this belief through love and
logic and an authoritative approach to teaching. The Love and Logic process includes sharing
control and decision-making, using empathy with consequences, and enhancing the self-concept of
children. When students feel respected and included within the decision making, student behavior
and achievement improves.
Additionally, educational goals are important to student learning. A stepping stone goal
setting process is effective for young children. As they reach each milestone, they have an intrinsic
sense of accomplishment. This leads to greater motivation and progression. Furthermore, when one
accomplishes a set goal, ones self-esteem generally rises. Thus, I will help my students understand
that setting goals is important for ones development and will lead to a successful life.
Students Social Ecology Theory
Student learning depends greatly on his or her socialization, or patterns of knowledge and
skills fostered as they grow up. According to Bronfenbrenners ecological theory, there are many
different structures within social ecology that affect the students ability to learn (as cited in Berns
2013). Through examining each complex layer of ones environment, Bronfenbrenners theory
emphasizes that a childs interaction between factors in the childs immediate family/community
environment and the societal landscape drives child development and learning (Berns, 2013).
Furthermore, changes or conflict in any one layer will ripple throughout other layers.
One major influence in a childs life is their family. Family, along with school and peer
group, are within an individuals microsystem that helps determine a number of factors in a
persons life, such as values, attitude, and self-esteem. Within the microsystem, there is a direct, and

DIVERSITY STATEMENT OF INFORMED BELIEFS

often reciprocal, relationship between the individual and the specific factor. The mesosystem is
links between family, friends, school, and community which also impacts a childs learning. The
stronger these interrelationships are between these systems, the greater the childs chance for
academic achievement. For example, when there is a strong positive correlation between parents
and school, higher academic performance is often noted. Thus, it is the teachers responsibility to
foster interrelationships between these important influences. I will create and maintain good
relationships with each of my students parents/caregivers thus constructing a positive support
system for each child.
Parenting styles, values, traditions, and emphasis placed upon education differ from culture
to culture and are examples of an individuals macrosystem. Knowing these factors are essential is
understanding ones students. Additionally, it is important to consider ones exosystem which are
the indirect factors that still affect the childs competency to learn. A common example is when a
father loses his job which results in the family unable to afford to buy school supplies. This affects
the child as he does not have materials that are needed to complete learning tasks. This model
highlights the importance of acknowledging that that there are numerous factors, both direct and
indirect, that can considerably enhance or hinder student learning. Thus, when I observe a student
struggling in the classroom, I will not only consider the child and their immediate environment, but
also at the interaction of the larger environment as well.
Discrimination and Learning
As the introductory quote by Robert Fulghum metaphorically states, as humans we are all
different, and in this way we are all alike (GoodReads, n.d). Today, our society is widely diverse in
terms of ethnicity and culture. Hence, within the classroom, there will be students from a wide
range of backgrounds. In order to create a positive and learning environment where every student
feels both equal and supported, the teacher must recognize, accept and include the different ethnic

DIVERSITY STATEMENT OF INFORMED BELIEFS

backgrounds within the classroom. Every child has the right to celebrate their beliefs and culture in
a positive way, and the learning experience can be very rich.
As Fulghum mentions that the crayons all learn to live in the same box, humans can live
in a similar equilibrium known as cultural pluralism (GoodReads, n.d.). Cultural pluralism is
where the encompassing society accepts and respects a multitude of different religions, beliefs, and
languages (Berns, 2013). In relation to this, within my classroom, I plan to celebrate and include
each of my students unique cultures through the salad bowl theory. In a salad bowl, different
ingredients are all mixed together to make one thing, yet each ingredient also retains its own
characteristics. Thus within my classroom, I plan to create a united and safe environment, while still
respecting the different cultures within.
I will acknowledge the global learning styles, in that different cultures learn differently.
Collectivistic orientation are usually found in low-context cultures such as the Japanese,
Mexicans, and Middle Eastern. These cultures generally emphasize on tradition, conformity, respect
for authority, and submergence of individuality. While Individualist orientation are usually found
in high-context cultures such as middle-class Americans and western Europeans. These cultures
emphasize status, competition, and independence. In terms of learning styles, Asian Americans
often achieve exceptionally well on test scores and homework, however are often reluctant to
participate in group tasks.
Contrastingly, Hispanic students thrive in cooperative activities as they extend the socialized
value of collectivism. Additionally, African American students generally prefer interactive activities
which require them to work together cooperatively on projects (Berns, 2013). Thus, I intend to get
to know all of my students and their backgrounds. I plan on ensuring that each child is placed in a
situation where they can thrive, learn and feel comfortable. For example, if I have an Asian

DIVERSITY STATEMENT OF INFORMED BELIEFS

American student that feels uncomfortable participating in group projects due to their individualistic
culture, I will modify the assignment so that they can complete the assignment to the best of their
ability.
Another common occurrence is discrimination related to academic weaknesses and
strengths. Students with learning disabilities that need assistance can usually remain within their
peer group in a mainstream classroom. Strategies such as using a IEP or regular after-school
programs are often effective in accommodating to their individual needs. On the other side of the
spectrum, gifted and talented students sometimes need to be separated from their peers to engage in
a higher level of thinking and academics. However, this will often depend on the individual schools
size and resources.
Equitable Education for all Students
There are many external factors that influence the ability for a child to learn. Divorce, dual
income families, and poverty are just a few examples of indirect factors that will impact the childs
social, behavioral, emotional, and cognitive learning outcomes. Each of these factors can increase
the risk of stress, anxiety and depression. Additionally, Berns (2013) notes that these factors are
often associated with low socioeconomic status (SES) families, and the drop-out rate of these
students tends to be considerably higher than their high SES counterparts. I will make an effort to
reach out to those students in challenging situations and will ensure that I provide activities and
learning environments where everyone can learn. In terms of field trips, I will consider the SES of
my students and will provide experiences that are beneficial academically without hindering the
financial stability of the families. In general, I will ensure that I provide a caring, fair, and equitable
education for all diverse children within my class.

DIVERSITY STATEMENT OF INFORMED BELIEFS

Every student deserves to have an opportunity to reach their potential and learn. I want to
provide equitable education for all of my students. I plan on doing this through using a mixture of
authentic assessments and standardized testing. Authentic assessments are those that are informal
and rely predominately on observation, rather than based purely on a rigid test score. Each student
learns differently, thus I will adjust lesson plans or foster accommodations for any student that
needs in order to create a fair opportunity.
Horowitz (as cited in Berns, 2010) noted that children in learner-directed settings had a more
positive attitude towards school and their teachers, than those in teacher-directed settings. Both
teaching strategies are beneficial. Learner directed learning are where the students are active
participants in their learning, they make decisions about what they will learn and how, and often
work in collaboration with other learners to extend their knowledge and understanding. In contrast,
Teacher directed learning generally involves more direct instruction, where students respond to
directions and step by step instruction from the teacher as they progress through activities and work
to meet the objectives set by the teacher. Both strategies have a time and a place in teaching. A good
teacher, as I plan to be, can successfully balance both learner-directed and teacher-directed lesson
plans and activities.
As crayons are all different, so too are children. We live in a world that is diverse by all
means of the definition and thus teaching is not as simple as simply lecturing. Teaching is a
complex profession in which we must attempt to cater to the individual needs of all our students. All
students are unique and each individual deserves the opportunity to learn and be successful.

Running head: DIVERSITY STATEMENT OF INFORMED BELIEFS

References
Berns, R.M. (2007, 2010). Child, family, school, and community: Socialization and support (7th
ed.). Belmont, CA: Thomas Wadsworth.
Fulghum, R. (n.d.). Crayons. In GoodReads. Retrieved November 12, 2016, from
http://www.goodreads.com/quotes/427766-we-could-learn-a-lot-from-crayons-some-aresharp