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Running head: STATEMENT OF INFORMED BELIEFS

Statement of Informed Beliefs Instructor: Belma Sadl o!ic ED"# $%&: Families' #ommunities' and #ulture Fall $%()

Statement of Informed Beliefs

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*anting to +ecome a teacher there is man, things that -e ha!e to remem+er and understand. Some things -e learn from +oo s and research' other things -e learn from e/0eriencing it firsthand. All Students Can Learn The first cou0le of ,ears of school all children -ant to learn and to see ne- things the, are not use to. Teachers ha!e the res0onsi+ilit, to hel0 children learn +ut leading them to do things that the, can learn from and also 0ro!iding students ne- and different materials for ids to learn from. I -ill ensure that all student -ill learn +, loo ing at e!er,one1s -or sheets and 2ui33es4 test to ma e sure the student understand -hat is going on. Once I figure out -ho needs hel0 I -ill ha!e small grou0s of students during the time -e are -or ing on an area the, need hel0 in and -or more one on one -ith them in that area. Along -ith doing that for students that need hel0' I -ill ha!e e/tra material to do for students that e/ceeds the other students. Also ha!e grou0s of a student that struggles in an area and a student that e/cel1s in an area together so the, +oth +enefit from the grou0 time. I -ill use the students learning styles to hel0 teach each student ne- materials. Also using learner- directed curriculum -ill let students to thin the, get to choose -hat the, are doing or learning +ut it is all guided +, me the teacher' this hel0s them +e more interested in the acti!it,. Teacher's Expectations Teachers e/0ectation can strongl, influence a student1s a+ilit, to learn. If the teacher has a lo- e/0ectations of a student or a class' the, -ill not e/ceed them or e!en meet them +ecause the, feed off the energ, the teacher gi!es off and the, no- that not much is e/0ected of them. If a teacher sets e/0ectations to high though then the student or students -ill feel li e the, ha!e failed and ne!er -ill reach4 accom0lish an,thing. Each student is different on -hat the, can accom0lish' us +eing teachers -e ha!e to learn -ere each student is at and ho- far and ho- hard -e can 0ush a student to reach a goal. Education goals are !er, im0ortant for a teacher and the students. It sets something for the students to reach and -or to-ards. Once the, ha!e reached the goal it gi!es students a

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feeling of accom0lishment and it ma es them -ant to ta e on a ne- goal. For teachers it hel0s them +uild the classroom and their no-ledge on teaching su+5ects. It also could hel0 teachers +uild themsel!es as +etter teachers +ecause it ee0s them moti!ated to-ards something. Student's Social Ecology Theory It is im0ortant for students to no- a+out the -orld around them and -hat is going on. If ,ou ma e that connection then ,ou ha!e gi!en them a s0ar of interest a+out the rest of the -orld and -hat goes on there. Families' culture' and communities ha!e a huge influence on -hat is taught and -hat area is em0hasi3ed or most im0ortant. If math is 0ushed more than a student -ill gro- u0 no-ing more a+out math then something else. Or if 0arents do not 0ush that school is im0ortant and don1t 0ush for students to go or tr, in school then that gets 0asted to the child and the, feel4 no- the, don1t ha!e to do an, of it if the, don1t -ant to. The, -ill fall +ehind +ecause of this. In this -orld toda, teachers are a strong influence on the students and the, ha!e to +e there for the students in more -a,s than 5ust teaching. *e ha!e to +e there role models' there couch' someone to tal to' gi!e them guidance and create a safe 0lace for them to +e in. Cultural Diversity Instruction As a teacher ,ou ha!e to no-4 learn a+out the children1s culture4 ethnic +ac ground +ecause something that is acce0ta+le in our culture might +e offensi!e in there1s. The, also might learn differentl, or the, +elie!e that certain su+5ects are more im0ortant than other to0ics in school. Cultural pluralism is smaller grou0s -ithin a larger societ, that maintains their uni2ue cultural identities' their !alues and 0ractices are acce0ted +, the +igger culture 0ro!ided the, are consistent -ith the la-s and !alues of the +igger societ,. Cultural assimilation is the 0rocess +, -hich a 0erson or a grou01s language and' or culture come to resem+le those of another grou01s culture. There is also the melting pot that is the idea that societ, should sociali3e di!erse grou0s to +lend into a common culture. Curriculum for all Learners

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It1s hard to teach a su+5ect one -a, and all the ids understand it and can do it +, themsel!es. In teaching some ad5ustments -ill ha!e to +e done on the s0ot to the curriculum. As ,ou go through a lesson and reali3e either it is to hard or the, are not getting it' or it is too eas, for the class' then ,ou as a teacher ha!e to change around -hat the lesson is so the students understand it +etter or to ma e it harder. E!er, ,ear the class is different there le!els or ho- the, understand things is different than the class +efore them. E!en if ,ou ha!e the ,ear 0laned out ,ou still ha!e to ad5ust the lessons for the class each ,ear. It might mean changing the -or sheets' home-or ' or ho- ,ou 0resent4 teach the material to the class. Assessments de0end on each student +ut there still ha!e to +e e!en assessing the students +ecause if ,ou are using different things for each student then ,ou -ill get inaccurate data. Assessing students hel0 ,ou no- if the students are understanding the material or if the, need more instructions4 time -ith the material. If the students understand it then ,ou might +e a+le to s i0 ahead in the material to other ne- materials. I -ill +e constantl, assessing each student. I1ll ha!e small grou0 time in each su+5ect throughout the -ee so that the students that don1t understand or are struggling can ha!e the one on one time to learn the material and so I can see -here the student is struggling at or not understanding something. Psychologist Jean Piaget and Psychologist Jerome Bruner +elie!e that children learn through their o-n acti!it, and disco!er,. In 6iaget1s cognitive development theory he tal s a+out ho- learning is a slo- 0rocess of construction and its transformation of e/0erience into meaning. 7I hear and I forget' I see and I remem+er' I do and I understand7' this 2uote is so true for all students if -e as teachers use hands on learning it hel0s students to understand and reinforce ho- things -or or -a,s to sol!e a 0ro+lem. Conclusion There1s a lot to remem+er -hen teaching +ut the outcome is all that is needed for teachers to ee0 teaching students. A teacher touches the li!es of all the students the, teach and ma es a difference -hether it is good or +ad' and sometimes ,ou can1t see the good things teachers ha!e done for ,ou until ,ou are older and loo +ac at it.

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References

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Berns' R. M. 8$%(%9. Child, amily, School, Community! Sociali"ation and Support 8Eighth ed.9. Belmont' #A: *ads-orth' #engage Learning.