Running head: STATEMENT OF INFORMAED BELIEFS 1

Statement of Informed Beliefs

Rafaela Martinez
Instructor: Evin Fox
EDUC 204: Families, Communities, and Culture
Spring 2014















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Statement of Informed Beliefs
Introduction
When we think of all of the professions there are in the world, none would be possible
without a teacher. As teachers, we prepare our students to become someone that could someday
make an impact in their community and world. Teachers inspire and encourage students to
explore the many different opportunities that they will encounter in their lives. Not only do we
inspire, but we have the opportunity to make a positive influence in their education. It is our
responsibility to challenge, motivate, engage, and support them to achieve academic success.
Students Ability to learn
Every student can and has the right to learn. They have their own background, beliefs,
and customs requiring that the teacher consider the right environment for them as an individual.
It is my responsibility to be aware of my students personalities, behaviors, and background (i.e.
language, family, education level of the parents and their beliefs about school, and home life).
Knowing this helps me to better understand how to assist them in the classroom and make sure
they are successful academically. For example, when working with ELL students I first consider
who they are and what kind of help they need. I get to know them and ask questions about
themselves. As we carry on in what might seem like small-talk, I think about what they have just
revealed and make mental notes as well as jot down significant information that could help in
making decisions about how to accommodate their learning needs.
It is important that students know what my expectations are for them in my classroom:
all students will work and work hard. High expectations can transform a low-performing student
into a successful learner. As a teacher I will push my students to reach their full potential,
whether he or she is gifted or has special needs. It has been said that once a runner crosses the
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finish line, he stops running; likewise, when a student masters a skill or coursework too easily,
he stops working. Providing extensions for advanced students that require extra effort and
inquiry learning in which all students can keep learning, but can never completely arrive at an
answer will ensure that my classroom is a robust and lively learning environment.
Students have different learning styles and multiple intelligence, and although educators
disagree about the importance of these, providing a classroom rich in multiple modalities helps
ensure that students have a variety of ways to learn, and this ensures that each students will have
the best education I can possibly give them. When I plan a science lesson, I provide students
with visual stimuli, a video, opportunities for small group discussion, written text as well as
visual text (i.e. pictures, graphs, and models), and hands-on lab work. All students need to have
equal opportunities and multiple entry-points to access information. Individuals need to feel like
they are important and know they can succeed.
Students Social Ecology Theory
Students learn more effectively when a concept that is being introduced in the classroom
that has meaning regarding their background or culture. Linking new topics and information to
student's prior knowledge activates their interest and curiosity, and infuses instruction with a
sense of purpose. It is important to help students to connect their background and schoolwork.
Urie Bronfenbrenner (1970), who developed the Ecological Social Theory, wanted to
show how people develop based by their influences on several environmental factors. The
macrosystem is the larger socio-cultural system such as a persons culture. When I look back
on my learning in school, I see that the different ways macrosystem affected my life. I come
from a traditional culture that does not make education a priority for anybody. A strong work
ethic was thought to be able to overcome anything. This conflicted with my beliefs that I
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developed through my microsystemsmy friends, attitudes about college, and morals from
religion. It wasnt that education was not important to my parents, but there was no expectation
to pursue my education.
Cultural Diversity Instruction
Diversity is not only about race. Diversity is the different backgrounds and cultures of
each student in the classroom. It is important to know how students cultures affect their
perceptions, self-esteem, values, behavior, and learning. Knowing and understanding where
students are coming from will build a stronger teaching/learning relationship between my
students and me. Helping students feel comfortable with their cultural identity and assist them in
their learning by using a multicultural teaching approach that embraces diversity for every
individual in the classroom. Classrooms today are filled with diverse learners. As their teacher,
it is my intent to maximize each students growth and individual success by meeting each student
where he or she is rather than expecting students to modify themselves to fit the curriculum. It is
important to practice effective classroom management procedures; promoting student
engagement and motivation. Identifying and then teaching students in their own zone of
proximal development, the distance between what the learner can do with assistance, is the
perfect environment for student growth. The theorist, Lev Vygotsky (1978), explained that
students come from different levels of readiness, and we must hold high expectations for all of
our students. I do this by designing activities that address the same standards, but which also
consider the different levels my students are at. Just as Piaget said, students must be engaged in
order to learn; and when I ask them to participate in activities, I need to make sure to use
activities that will capture their interest. As teachers, we must all think about our content and the
skills students need from a variety of perspectives.
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As an individual who has been influenced by a couple of diverse cultures, I have the
opportunity to connect with all of my students. Encouraging them to respect their peers diverse
cultures would be a perfect example of cultural pluralism in the classroom, which is much
better than using Cultural Assimilation or adapting to the majority culture. When students are
exposed to the diverse cultures, it lets them to be more open to each other. To honor some of the
students cultures, I would first start by exploring my own culture as a part of our curriculum.
This exploration will give students a view about the Mexican-American culture. I will have
students research about their families and culture and invite a relative who can talk about the
history of how each students family arrived in this country. The speakers may talk about some
of the things that have changed in their family since first arriving in the United States. Students
may also be assigned to interview a family member about an historical event that they
experienced. When students become inform of their families history and background, and share
their stories among other students. They may find they have similarities with one another and
make it is easier to relate with their peers.
Curriculum for all Learners
As a teacher it is my responsibility to ensure that my students in my classroom receive
the best education possible. In order to meet their needs I need to communicate well with my
students. In my lessons, I will present the information being taught in a form that each student is
able to understand. Curriculum for all learners is rich in information, activities and allows for all
of the steps of apprenticeship. First I will model skills and strategies I want them to learn. Then I
will work with the whole class before allowing small groups to work together so I can assess
students and provide feedback and guidance. Finally, I will allow students to work
independently and therefore gauge their abilities through summative assessment. Along the way,
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you can see how along the way small group work allowed for accommodations appropriate for
students with IEPs and language acquisition for ELLs. While students work in small groups it
allows me to do a formative assessment and decide whether concepts need to be re-taught or if I
can provide the information they need in their small groups.
Just as the example of curriculum for all learners pointed out, feedback is an important
feature helping students to grow. Feedback helps students grow, improve knowledge, skills, and
motivates them to love learning. When a student learns what he or she is doing and how they
measure, they can take positive action. If feedback comes too late, it doesnt help. This is why I
will be effectiveallowing students to work in centers and in small groups.
The advantages of small group work, promotes maximum participation from all students.
They can be involved both thinking and doing. Working together they will build communication
skills, and help them learn how to respectfully hold each other accountable of their work. For
some students it is easier to share their thoughts and ideas with fewer students than with the
whole class.
Conclusion
In conclusion, there is potential in every student. It is my job and I am accountable of my
students success and struggles in the classroom. As teachers we need to create independent
individuals and help them understand the importance of learning, and it should be their number
one priority. Ensuring students success in their education is rewarding for a teacher. If my
students know that I believe in them, they will be confident in their work and know that anything
is possible and achievable. Education is the key to a successful future. Children are our future,
and they need to be prepared or they will not have the opportunity to know what it feels like to
succeeded in a working world. As their teacher, I will try to teach in a new, original form,
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adding something new and personal, to make their learning process as exciting and achievable as
possible.
















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References
Berns, Roberta. Child, Family, School, Community: Socialization and Support. 9th ed. Belmont,
CA: Wadsworth/Cengage Learning, 2013. Print.