Running head: STATEMENT OF INFORMED BELIEFS

Statement of Informed Beliefs

Elizabeth Rosas
College of Southern Idaho
Evin Fox
Education 204 Families, Communities, and Culture
Fall 2014

STATEMENT OF INFORMED BELIEFS

Statement of Informed Beliefs

Introduction
Throughout my life, I have been through many experiences that have formed my beliefs
regarding the components of a successful education. I believe that if both student and educator
put in effort, learning can be achieved by both participants. The educator must be dedicated to
discovering the proper method for inspiring each student, and in conjunction, each student must
be dedicated to the reception of the teachers education. When this occurs, a wonderful journey
of discovery and knowledge is realized.
Students Ability to Learn
Every child deserves an opportunity to learn. In order to achieve an education, it takes
effort from both educator and student. When this balance is found, both participants receive
endless benefits. Several factors play a role in a students ability to learn. The educators role is
a key factor in helping a student in the learning process.
A main focus of any successful teacher needs to be the facilitation of a students
education. This is the teachers chief responsibility. A classroom of thirty students will have
children that will need to be taught in thirty different ways. While this seems like a daunting and
unmanageable task, it is up to the teacher to discover ways to involve each and every student. In
order to give each student the best opportunity, the teacher needs to be focused on this concept.
For example, a teacher could draw a visual aid teaching a concept and then follow-up with a
hands-on approach and verbal explanation. This reiteration would ensure that several methods of
learning were utilized in reviewing the concept.
Jean Piaget, an important theorist in the childhood development realm, had a theory
regarding cognitive development. He believed that humans utilize interactions and experiences

STATEMENT OF INFORMED BELIEFS

with objects, events, and people and mentally adapt in relation to them. He viewed the child as
an active learner. This theory is crucial for educators to understand, since childhood development
relies so heavily on these teachers and educators. The environments fostered by teachers create
learning environments that will affect children, possibly forever (Berns, 2013).
Another key factor in helping students achieve an education is finding motivations and
helping success be achieved. In order to be truly successful, a teacher needs to develop
generativity in regards to his students. When a teacher takes the time truly to get to know his
students, he will discover what truly motivates them. This deep level of understanding will help
the child be successful and motivated to learn.
A teacher must also remember that not all children have the same background. It is
important to embrace the diversity of each student. Each classroom is a melting pot of
diversity, and with those varying diversities come different learning styles. Recognizing and
respecting diversity is often beneficial for both student and teacher. On one hand the student
feels accepted and may find it easier to respect the teacher, which would make him feel more
comfortable to open up. This creates a solid foundation to foster education.
Several theory-based curriculum models exist. For example, B. F. Skinner based his
theory on behaviorist principles of dividing learning tasks into small segments and reinforcing
the mastery of them. This is a teacher-directed curriculum method. Dr. Maria Montessori, an
Italian physician, developed a curriculum-based method that was learner-directed. She believed
that children should be treated as individuals, and that adults should not impose beliefs on them
(Berns, 2013).
The responsibility lies not only with the educators, however; a student also must put forth
effort in order to get the most out of his education. One of the main responsibilities of a student

STATEMENT OF INFORMED BELIEFS

is the need for him to be present in the classroom. The student needs to be in a mindset to respect
the teacher and listen to what is being taught.
Students also need to be open-minded. A student comes to school with a specific set of
beliefs that he or she learned at home. However, a teacher may teach a concept that does not
entirely coincide with the students ideas. While the student does not have to agree with the
teacher, it is important for him or her to be open to learning new ideas and concepts. Once a
student believes in himself, a level of self-efficacy is achieved. When the student believes he is
capable of mastering any topic, the educational process becomes smooth.
The diversities that are united within one classroom need to be appreciated rather than
silenced. It is such a wonderful environment for different cultures, ideals, and values to come
together in a safe environment for learning. Taking diversity and using it as a benefit can help
improve the education of both student and educator.
Students Social Ecology Theory
Many factors mold a student and contribute to his Social Ecology Theory. Probably the
largest factor is the family of the student. The family provides nearly all social interactions
before the student attends school; the parents are the first teachers influencing each child. In the
years prior to school, the familys values provide the foundation for the childs beliefs. The
family spends a childs early years providing care and guidance.
A familys socioeconomic status contributes significantly to a childs commitment to
education. For example, a young child who was raised working with his parents to raise money
tends to be more-highly motivated to overcome this situation. That child will strive to embrace
education and become successful. On the other hand, an over-privileged child may take his
education for granted, because he has everything easily provided.

STATEMENT OF INFORMED BELIEFS

The community a student is raised in also has an influence on the socioeconomic beliefs
of the student. The level of involvement a student and his family has within the community can
greatly affect the student. The level of community involvement a family has can affect how a
child views the world. This also contributes to a childs community ecology.
In our modern societies, it is often difficult to maintain the feeling of a small, close-knit
community. With the development of the internet, high-speed travel, cell phone prevalence, and
various other technologies, it seems like we have a global community.
With this development of the global community, many families are striving to maintain
individual ethnicity. People enjoy honoring and respecting ancestors. One important way the
past is honored is through traditions. If a child was provided an opportunity to share with the
class one of his families traditions, all students involved would have an understanding of
different cultures.
Religion also plays a major role in a childs development. The specific beliefs and
practices that come along with a particular religion are often an influence on the belief of the
child. If a family belongs to an organized religion, the child is usually immediately inducted into
the religion, as well (Berns, 2013).
Cultural Diversity Instruction
It is imperative for an educator to embrace the concepts of both Cultural Pluralism and
Cultural Assimilation. The former refers to the concept of embracing various cultures and
having these differences coexist in harmony. The latter, cultural assimilation, however, is when
one ethnic group embraces the culture of those around it. It takes on the characteristics of the
dominant cultural group. As an educator, it is important to understand various cultural

STATEMENT OF INFORMED BELIEFS

backgrounds, and help student maintain cultural identities while respecting the beliefs of other
ethnic groups.
In situations where multiple cultures are melded together, such as a classroom, it is
important for the teacher to understand that these different cultures and backgrounds bring with
them multiples styles of communication. In order to deal with this, a teacher must be prepared to
accept these many different styles, and he or she must be ready to respond in appropriate ways.
For example, a student from a harsh home life might utilize colorful language when expressing
his discontent. In response to such a situation, a teacher must respectfully inform the child that
such language is not normally for school use, and that substitute words should be used. In this
situation, the teacher must set aside his or her personal beliefs and feelings regarding the use of
such language.
When a teacher has classroom full of students from various backgrounds, it is imperative
that a level of respect for all of these circumstances is maintained. No mistreatment or negativetalk of any of the students cultures can be tolerated. The teacher must, in his or her classroom,
teach the importance of respect and acceptance of various upbringings. Oftentimes, the teacher is
the first person who implements these ideals, and the students will follow this example.
Curriculum for All Learners
Once again referring to a classroom of students from various backgrounds, one must also
provide a curriculum that suits these varied children. The teacher must be prepared to plan,
deliver, and assess the information to a variety of students. Clearly, one method of teaching
would not be sufficient; therefore, multiple styles must be utilized. Perhaps a teacher could
integrate various methods for each activity and present it in various ways to make sure each

STATEMENT OF INFORMED BELIEFS

student is reached. Similarly, when assessing an activity or assignment, teachers must remain
open-minded of each students individualism.
For example, a teacher may be most comfortable with a lecturing method. He or she may
like to verbally discuss large amounts of information, and then have students take notes of these
discussions. However, if a student has difficulty focusing or is more of a visual learner, these
discussions will most likely provide little benefit. This student could feel unmotivated and
disinterested in the classroom. If the teacher is aware of this particular students tendencies, he or
she should try to incorporate more visual aspects or activities into each lesson.
While the education of a child cannot solely be the responsibility of an educator, he or
she certainly has a large impact on the effectiveness of the learning. The teacher must be aware
of the various styles of learning for each student. The teacher must teach in a way that students
can understand. The teachers must also assess the levels of learning for these students and
improve them if they are unacceptable. The educator has the final impact on whether or not a
student learns from certain subjects. There will always be the students who are unwilling to
learn, but these are the exception. Most children desire to learn, and it is the responsibility of the
teacher to try to engage all students, regardless of individual commitment levels.
Conclusion
The responsibilities of an educator are vast, with the education of tomorrows leaders
ranking near the top of these responsibilities. In order to be successful at this, a teacher must
understand the gravity of his or her responsibilities, as well as have realistic expectations of the
students. Teachers must also remember to respect the social and cultural differences of the
various students in his or her classroom. It is important for the teacher to remember that a student
is a result of his upbringing; therefore it must be respected in order to help the child feel

STATEMENT OF INFORMED BELIEFS

valuable. Along with these varied cultures come varied learning styles, and educators must be
prepared to teach to this variety. The combination of these various ideals will help mold an
educator that is both effective and respected; this is all a teacher can hope to be.

References

STATEMENT OF INFORMED BELIEFS

Berns, R. (2013). Child, Family, School Community Socialization and Support. United States:
Wadworth, Cengage Learning