Running head: DIVERSITY STATEMENT OF INFORMED BELIEFS 1

Diversity Statement of Informed Beliefs

Chernoh, Lisa
Instructor: Dr. Egbert
EDUC 204: Families, Communities, and Culture
Running head: DIVERSITY STATEMENT OF INFORMED BELIEFS 2

Abstract
To be a teacher is more than transferring information from book to student. Teachers
have the responsibility of ensuring that all students learn in whatever capacity best fits the
students abilities, both mentally and physically. This essay will discuss some of the impacts
that social and cultural diversity have on the classroom. A teacher must be both capable and
prepared to adapt their teaching techniques to account for multiple cognitive levels, heritage and
cultural values, and mental and physical limitations and abilities. Teachers must also take into
account and make necessary adjustments for social changes that affect the students learning
abilities.



Running head: DIVERSITY STATEMENT OF INFORMED BELIEFS 3

Statement of Informed Beliefs
Classrooms across America are filled to capacity with students from every social and
cultural background. While the subjects being taught are all the same, these diversity crammed
learning environments are each unique and changing constantly. Diversity and adaptation are
key components in teaching. Not only do teachers learn through encountering different ideas,
beliefs, and cultures, but they delight in the challenge to constantly expand and transform their
teaching methods thereby producing individuals who emerge from the classroom as positive,
productive members of society. There are no shortcuts to becoming a great teacher. This
greatness is only achieved through hard work, intense study, and a deep passionate drive to
become the greatest teacher possible. Teaching is said to be one of the greatest callings in life
and is one that I am eager to respond to. I will cover my system of informed beliefs in the next
four points.
All Students Can Learn
Regardless of who they are, where they come from, or any other mitigating factors, ALL
students have the capacity to learn. It is the responsibility of the teacher to uncover each
students unique learning style and methods of understanding so that the student receives the
lessons in a manner that ensures their optimal education. It is the responsibility of the teacher to
start them upon and guide them down the paths of learning. There is not one set path of
education for all to follow. Each student is unique in how they comprehend. It is the obligation
and responsibility of the teacher to look for and accommodate these students. There are many
methods and concepts that a great teacher can use to stimulate a positive learning environment
for each student.
Running head: DIVERSITY STATEMENT OF INFORMED BELIEFS 4

One of these methods is to set clear and concise expectations for the entire class. As a
teacher, it is important that the expectations that I project for the classroom be both challenging
and attainable. I will do so using an authoritative approach of being firm with boundaries yet
still caring and dedicated. Perceptions, or opinions about self, tie directly into expectations.
When the classroom expectations are set at levels that are so high that they will never be able to
realistically succeed, then a negative concept of self emerges and the learning opportunity has
been compromised. These expectations must be obtainable by the entire class. Keeping them
simple allows for them to be easily understood. As a teacher, I will strive to ensure that each
child knows and fully understands what is expected of them as an individual. I will also give
praise and recognition as these expectations are met and surpassed so as to stimulate further
fulfillment.
It is also of utmost importance to have clear and concise goals for the student
individually. When a student can see the goal and the finish line in front of them, it fosters a
sense of achievement when each goal is met. As a teacher, I will keep written goal lists for each
individual student and work with them throughout the term to ensure that they are able to reach
these goals. I agree with J. W. Atkinson in saying People are more likely to work hard when
they perceive a reasonable chance of success than when they perceive a goal to be out of
reach.(as cited in Berns, 2010) However, if the student senses that the teacher has no
expectations set for the individual student to achieve those goals, their perceptions have become
warped and self-control and self-motivation will never be attained.
Students Social Ecology Theory
Socialization is a major influence in a childs learning environment. Factors such as self-
esteem, identity, and self-efficacy begin at birth and continue throughout their life. The family is
Running head: DIVERSITY STATEMENT OF INFORMED BELIEFS 5

the microsystem that initiates the learning environment and plants the seeds that will grow and
become the social environment for the child. As a teacher, I will institute a policy of
Collaborative Caregiving- involving the family in the classroom. One way to do this is to
encourage family members to take part in the activities that are done both in and out of the
classroom. To provide a beneficial caregiving environment for children, it is critical for
professionals who care for infants and children to collaborate with families regarding ideologies
and socialization goals. (as cited in Berns, 2010)
It is the teachers responsibility to initiate an ongoing relationship of open
communication with the childs mesosystem. These links that connect the child and their family
to all aspects of school, and community have a large impact on the way and means to how a child
learns. The more links or relationships that there are within the students mesosystem, the greater
the opportunity for positive educational accomplishment.
The Exosystem, or the factors or settings that affect the child but are not directly related
to the child for example parental employment and non-employment, also influence the childs
development. Family economic resources play a large role in motivating a child to learn. As a
teacher, I must remain non-judgmental in regards to each students economic status. I will
emphasis equality in the classroom and provide equal opportunity for each student to learn with
little to no regard to the family financial status.
According to Elder, If a child is raised in a home that shelters them from the hardships
of life, they can fail to develop the necessary skills to adapt and survive when confronted with
life crises. (Berns, 2010) It is extremely important for children to learn basic survival skills. I
will include within the curriculum examples of difficulties that can happen in any given
community and encourage the children to come up with a way to solve them. This Pedagogical
Running head: DIVERSITY STATEMENT OF INFORMED BELIEFS 6

approach will initiate an altruistic environment that promotes students development of critical
thinking, problem solving, active inquiry, cooperative collaboration, and appropriate
interaction both in the classroom and in the community.
Discrimination and Learning
The educational environment of todays children is richly steeped with diverse ethnic
backgrounds, life histories, and cultural heritages. While there is a strong pull to the melting pot
idea, each child must be allowed to express themselves in an individualistic fashion that reflects
their unique heritage so as not lose their cultural identity.
The melting pot idea is called Cultural Assimilation. It is the idea that multi-cultural
societies should compromise in the effort to create one common culture for the purpose of
commonality. Cultural Pluralism, however, recognizes the differences between cultures and
celebrates these differences. An example of this is called the salad bowl theory, in where each
salad item, or individual culture, while distinctly different from another are combined in a
manner to create a salad, or society. In my classroom, I will strongly promote Cultural Pluralism
by teaching the students to appreciate the unique differences of each culture represented within
the classroom. Cultural and Heritage differences will be emphasized to teach symbiosis as well
as to combat segregation and racial prejudice.
Multi-cultural education environments must have curriculum and instructional models
that will impact the needs of diverse learning styles. A teacher lead curriculum that also
incorporates individualistic and collectivistic instruction can accommodate for most learning
styles. The cooperative learning styles lead by an authoritative teacher emphasis both
individual fulfillment as well as interdependent relations, social responsibility, and the well-
being of the group. (Berns, 2010)
Running head: DIVERSITY STATEMENT OF INFORMED BELIEFS 7

The Individualist culture focuses on self-accomplishment or individual achievements
instead of the collective. Examples of this culture style are mainly found in Euro-American
families. Competition is exemplified and there is a tendency to judge self in comparison to the
achievements of others. However, the Collectivistic culture focuses on what is most beneficial
for the whole. Examples of are found in deeply religious homes. These families emphasize
particularism, or respect given according to rank within the family. I will teach my students the
importance of respect for those in authority and to consider the needs of the whole class instead
of only focusing on themselves. I will also encourage friendly competition that is done within
reason, to assist in motivating the student to do better than the time before.
Equitable Education for all Students
Every child has a fundamental right to education, and must be given the opportunity to
achieve and maintain an acceptable level of learning. Every child has unique characteristics,
interests, abilities and learning needs and as a teacher, it is my responsibility to ensure that the
educational programs implemented take into account the wide diversity of these characteristics
and needs. As a teacher, I will strive to accommodate all students in their unique educational
needs. I will emphasize an inclusive learning environment to best combat discriminatory
attitudes and endeavor to provide an effective, equitable education to all students that I have the
privilege of teaching. It is my desire to be, not just a teacher, as there are many of them in the
educational system already, but instead to be a GREAT teacher to whom the highest honor has
been given the honor of opening the doors of education for all children.



Running head: DIVERSITY STATEMENT OF INFORMED BELIEFS 8

References
Berns, R.M. (2007, 2010). Child, family, school, and community: Socialization and
support (7
th
ed.). Belmont, CA: Thomas Wadsworth.