Running head: STATEMENT OF INFORMED BELIEFS

Diversity Statement of Informed Beliefs

Marley K. Antone
College of Southern Idaho
Professor Evin Fox
EDUC 204: Family, Community, & Culture
Fall 2014

STATEMENT OF INFORMED BELIEFS

Statement of Informed Beliefs

Introduction
Classrooms in the United States are growing more diverse every year. The diversity can
be seen through individual personalities, learning styles, disabilities, ethnic origins, or
economic backgrounds of the students. What all children have in common, however, is a
natural curiosity for learning, according to the learner-directed teaching method and philosophy
of Dr. Maria Montessori (Berns, 2013). As teacher, my job is to facilitate a safe, effective, and
meaningful learning experience for each student. I would accomplish this through learning and
being cognizant of their individual cultural, economic, and environmental differences in order to
navigate my teaching.

Additionally, I would diversify my instruction and delivery techniques

to accommodate learning styles and disabilities, along with utilizing culturally responsive
classroom management. With a high personal teaching efficacy, I will acknowledge and
accommodate individual differences among students while harnessing their abilities to reach
their learning potential.
Students Ability to Learn
There are several biological and environmental factors that may hinder a childs ability
to learn. Individual temperament, learning disabilities, home environment, and the classroom
environment are a few examples of learning roadblocks. With the help of a teacher, overcoming
these is essential for the child to reach his potential.
Learning challenges such as dyslexia and SSS (Scotopic Sensitivity Syndrome) when
reading can cause severe disruptions in the learning process for many children. Being aware of
these challenges makes it possible to make the necessary changes in order to keep the students
learning on track. Some changes may even be very simple but make a significant impact. For

STATEMENT OF INFORMED BELIEFS

example, with SSS, copying assignments or worksheets in a color other than white helps to
soothe the readers sensitivity to the stark contrast of regular black and white paper.
A students personality or temperament will affect his learning experience in a classroom.
For example, a student with a timid or shy temperament is less likely to raise their hand to ask
questions to further their knowledge of the material, whereas an outgoing energetic student is
more likely to be ask questions, or possibly even disrupt his learning and the learning of others.
Learning disabilities, disorders, or challenges are other biological factors that can
influence a students ability to learn. Some students have certain disabilities such as dyslexia or
SSS (Scotopic Sensitivity Syndrome) when reading. Awareness of these disorders will help me
to detect symptoms like squinting, squirming around due to inability to focus on the jumpy
letters, or red or blood shot eyes (Johnson, 2011) in order to make necessary adjustments or
interventions before it severely impacts a students learning progress. I would also communicate
this knowledge to other staff in order to help as many students as possible.
Each student has his or her own learning style. The teachers role in this process is to
provide thorough and dynamic teaching instruction to accommodate and connect with every
students unique style of learning. Using a variance of visual, auditory, and kinesthetic learning
activities can increase the chances of a student making a connection to the material. Also
working in groups can help students learn from each other with project-based learning activities.
Bullying is a classroom environment factor that can make or break a students learning
and cannot be tolerated on any level. It is unfair for a childs ability to be impeded by the
negative actions of others. A students level of comfort and safety dictates his ability to ask for
help and to raise his hand and effectively participate in classroom activities, which is critical to
understanding the material, especially in math, due to its progressive nature. Bullying would

STATEMENT OF INFORMED BELIEFS

require a preventative discussion to the entire class including a forewarning of its zero-tolerance
policy, along with an acute sense of withitness to confront and manage issues that may arise.
With the knowledge of developmental appropriateness, the activities would foster the
growth and progression of the childrens abilities. Teacher expectations can either stifle or
accentuate opportunities for learning. Clear, developmentally appropriate, challenging, valid,
and reasonable expectations can allow learning to flourish. Expecting a student who still
struggles with multiplication and division to solve an algebraic equation is unrealistic an
unproductive. Advocating for this struggling student by identifying and assessing his strengths
and weaknesses along with collaboration with staff, this students needs and learning potential
can be met. Educational goals would be necessary to motivate learning by providing a target to
aim for. State standardized tests would not be the single most important force behind the
curriculum, but through dynamic teaching, these standard concepts would be solidified.
Students Social Ecology Theory
Relevance is key in learning. Students absorb information that is relevant to their own
lives. Through observation and interaction, I would gather information on each students
cultural reference points. I would implement personal elements to create relevant and relatable
material that would increase student interest and form a memorable learning experience. This
allows the student to make a personal connection with the material, which is more likely to
increase the students future recall of that particular concept.
Familial relationships, morals, and beliefs that come from the home environment
influence a students reference point of learning. Being aware of these can enhance a teachers
attitude toward and treatment of students with diverse familial backgrounds and circumstances.
This can also create tolerance, acceptance, and learning opportunities by embracing differences,

STATEMENT OF INFORMED BELIEFS

and teaching children techniques to relate to others with consideration of their intellectual
development.
Home environment can be a source of influence for his or her ability to learn. A
students home environment can foster or hinder their ability to learn in the classroom. For
example, poverty can put a student at a great disadvantage. Students in a poverty stricken home
may not have the tools they need to succeed in class. According to Abraham Maslows (1968)
hierarchy of needs, a students need for safety and shelter would come before learning. If the
family has just lost their home or a child is a victim of abuse, that childs hierarchy of needs is
focused on survival, not learning. A teachers ability to recognize and detect possible threats to
the students safety can make a huge difference. Being aware of these environmental
disadvantages will provide a point of reference to be able to treat situations appropriately and
make the necessary accommodations and or interventions for the child.
Communities involve socialization, self-regulation, and media influences such as
internet, movies, radio, and television, and the quality of the schools and resources in the
neighborhood. Teachers can be resourceful in providing students with ways to take advantage of
positive opportunities in the community, ways to say no to drugs, or how to find positive peer
groups.
Cultural Diversity Instruction
Cultural pluralism is a goal of acknowledging, listening and valuing each student while
displaying equal opportunity towards members of all different cultural backgrounds. Listening
and validating input from all members of all different cultures, ethnicities, and familial
backgrounds while remaining neutral in my comments and attitudes toward cultural differences.
Utilizing random and varied examples in the content of the curriculum by discussing and

STATEMENT OF INFORMED BELIEFS

displaying people and situations from all types of cultures so as to relate to the class as a whole.
Refrain from making certain comments so as to not offend, exclude, or inappropriately spotlight
any certain cultural characteristic of a student.
Partial cultural assimilation must take place on a certain level. For example, in order
for all to be on the same page, certain processes and procedures must be assimilated to.
However, forcing someone from a different culture to completely abandon his roots and
assimilate themselves to a new culture would impede his exploration of self-identity, selfconcept, and his individual frame of reference and therefor become a barrier to learning.
Embracing differences among cultures in the classroom through cultural pluralism teaches
appreciation, tolerance, unity, and cultural curiosity of one another.
I plan to increase tolerance and acceptance of one another by encouraging group
interactions through cooperative learning and project-based learning. Charles Horton Cooley
(1909/1964), a founder of sociology, discovered that through the experiences of interacting with
others, children develop the rules of which to guide themselves, they compare themselves to
others and in turn develop their self-identity and self-concept. Developing these values
increases the potential for learning because it provides a foundation and focal point for which to
relate the material. For example, kids will be able to learn from one another through discovering
common interests while setting aside their differences. Vygotsky (1978) pointed out that
cooperative or interactive learning increases the zone of proximal development (ZPD) for the
lower learner through the exchange of knowledge.
Albert Banduras (1997, 2000) research on the social-cognitive theory points out the
positive results of observational learning, modeling, and imitation. With a strong internal locus
of control, students can use strategies that promote personal agency and self-efficacy, and

STATEMENT OF INFORMED BELIEFS

increased independence. Choosing activities that foster these skills will help students embrace
challenges, monitor their working time, increase persistence, and promote better conceptual
problem solving skills (Berns, 2013).
A students cultural background affects how a student interacts with peers and teachers in
the classroom environment. Different cultures come with their own set of customs and beliefs.
Students that belong to different cultures need to show mutual respect for one another in the
classroom for the students to feel accepted, safe, and free to express themselves. As a teacher,
modeling this concept of mutual respect in the classroom is essential for a calm, cooperative, and
productive learning environment. For example, class time could be dedicated for a show and
tell session where students bring something of cultural significance to teach the class about.
Curriculum for all learners
A curriculum for all learners involves planning and preparing structured, researched
curriculum while letting the enthusiasm, comments, and concerns of the students guide the class.
Being prepared with necessary learning accommodations for students with extra needs, in
addition to alternative forms of delivery can create a non-bias learning environment for each
student. Making sure the lessons are clear and have auditory, visual, and kinesthetic components
along with a mixture of learner-directed and teacher-directed curriculum to reach students
with different learning styles. Gathering information on how they react to different techniques
will give me insight into the most effective delivery methods. In class discussions, I would
utilize wait time after prompting students with questions to ensure every student had a chance to
think about the probe before responses were allowed. This will magnify any knowledge gaps or
areas of needed emphasis and can be followed up by clarifying, emphasizing, or adding more
relevant concepts in the curriculum. After acquiring knowledge of the students backgrounds, I

STATEMENT OF INFORMED BELIEFS

would do my best to provide relevancy in the discussions to keep students engaged, refraining
from using stereotypical examples or showing any biases toward a particular demographic. For
example, using verbal or written examples in the curriculum of a woman in a powerful position,
or a domesticated man would encourage open-mindedness and neutralize stereotypical gender
roles.
I would use assessments as a tool to gauge students knowledge of basic concepts to
navigate the class accordingly. Knowledge and application of concepts and material will be
assessed through individual and group projects as well as traditional pencil-paper quizzes and
exams. I will make any necessary accommodations in the method of administering assessments
in order to meet a students needs such as reading assessments, providing reasonable time limits,
and giving students make up days for missed assessments.
Being accessible after school is an important way to let students know their learning is
important. I would hold after-school tutoring hours for those students that need individual
attention or one-on-one interaction with me.
Conclusion
Through varied forms of delivery, validity of concepts, cultural inclusion, and group
interactions I hope to create a positive learning environment in which students accept each
others differences and learn to embrace their own. My ultimate goal would be that the skills
built in class will help them become more successful students and considerate people, in hopes of
making a positive contribution to their future communities.

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9
References

Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.

Bandura, A. (2000). Self-efficacy. In A. Kazdin (Eds), Encyclopedia of mental health (Vol. 3).
San Diego: Academic Press.
Berns, R. (2013). Child, family, school, community (9th ed.). Belmont, CA: Cengage Learning.
Cooley, C. (1964). Human nature and the social order. New York: Schocken (Original work
published 1909).
Johnson, L. (2011). Teaching outside the box. San Francisco, CA: Jossey-Bass.
Kauchak, D., Eggen, P. (2014). Introduction to teaching (5th ed.). Upper Saddle River, NJ:
Pearson Learning Inc.
Maslow, A. (1968). Toward a psychology of being (2nd ed.). New York: Van Nostrand.
Vtgotsky, L.S. (1978). Mind and society: The development of higher psychological process (M.
Cole V. John-Steiner, S. Scribner, & E. Souberman, Eds.). Cambridge, MA: Harvard
University Press.