Running head: STATEMENT OF INFORMED BELIEFS 1

Statement of Informed Beliefs

Angie Telford
College of Southern Idaho
Instructor: Evin Fox
EDUC 204: Families, Community, and Culture
Spring 2014

STATEMENT OF INFORMED BELIEFS 2

Statement of Informed Beliefs
Introduction
Not a day goes by at the school where I work that I dont see a group of kids playing
school, or hear students say they want to be a teacher when they grow up. Teachers hold a great
deal of influence over their students minds and hearts. As a late arrival to the education field, I
have an appreciation for the challenges teachers face. Ever-changing academic requirements,
family structures, and cultural differences are just a few of the issues facing educators today.
While I have long believed that every child has a right to learn, it is only through my current
work in special education that I have come to believe every child also has the ability to learn.
It is my hope that I can be a positive and enthusiastic professional whose influence is always in
the best interest of the students I have the privilege to teach.
Students Ability to Learn
Not every child has an equal talent or an equal ability or equal motivation, but they
should have the equal right to develop their talent and their ability and their motivation, to make
something of themselves (www.presidency.uscb.edu ). This quote is from a famous speech
given by John F. Kennedy on June 11, 1963. All students have the ability to learn, as well as the
right to learn. Schools are an important component in childrens microsystems. Along with
mandated curriculum, schools also provide training or development in a plethora of skills and
behaviors. Children undergo significant socialization development during their school years, one
aspect being their self-concept. Teachers and schools can have a significant impact on a
students self-concept. As described in Eriksons Stages of Psychosocial Development school
age level Industry v. Inferiority, children who are praised for their efforts will be motivated to
achieve, whereas children who are ignored or rebuked may give up and exhibit helplessness
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(Berns, 2010, p. 39). There may be barriers to learning that students will experience depending
on their particular circumstances upon entering this level of psychosocial development. The
relationship between teachers and students and the willingness to overcome those obstacles
cannot be overstated. Positive and supportive feedback from teachers can increase motivation
and in turn, feelings of empowerment and self-esteem. Barriers to learning can include a
diagnosed disability, racial or cultural diversity, or family dynamics. Students identified with
a disability may require special education services or assistive technology support. These
students may not be required or able to be in their general education classroom or least
restrictive environment all the time and may participate in pullout programs. Students from
cultural, ethnic, or racially diverse families may develop at different rates as well as exhibit
different learning styles. Schools can provide a unique environment in supporting cultural
pluralism by embracing and appreciating the diversity of all of their students. Family systems
can also affect students learning. The composition of the family, the socioeconomic status of
the family, and any family transitions are important factors to consider when teaching. Students
can often exhibit poor behavior or performance based on what is happening within their family
system which can also be a hindrance to effective learning.
My role as a teacher is to thoughtfully and respectfully work within the law while also
providing a safe and motivating environment for my students. Applying appropriate classroom
management skills as well as being mindful of the different learning styles is paramount. Being
flexible and being able to apply differentiated instruction to find methods that address the
different learning styles is an essential characteristic. Modeling, providing experiential
activities and having high expectations are just a few examples of being an agent of
STATEMENT OF INFORMED BELIEFS 4

socialization in the life of a student. Providing a learner-directed environment with appropriate
levels of teacher-directed guidance is also necessary.
Students Social Ecology Theory
For students living with a disability or learning discrepancy, peer relations as well as
appropriate educational opportunities are issues they often deal with. Peers and the interactions
with peers provide a very powerful step in socialization. A strong sense of identity is shaped not
just by family, but by peer relations. For students living with a disability peer connections can
be difficult to form and sustain. If a student has a behavior disorder, it can be very hard to
make friends or fit into groups within the peer community. I work with a student who has
behavior issues and has a hard time accepting rules to the games that are set by fellow
classmates. When he becomes aggressive, the other students do not want to play with him. This
makes him more frustrated and aggressive. This behavior also affects him in the classroom.
When he is upset with peers, he is not available for learning.
Family support and participation is another important aspect when supporting and
educating students. Families with strong bonds and values offer a solid foundation for children,
enabling them to perform better in school as well as have good relations with peers and teachers.
Families facing stressful transitions such as divorce, or loss of job may not be able to sufficiently
provide the same strong foundation. Children facing these types of challenges may have
difficulty in school and within their relationships at school. Communication is an important
step in bridging the home and school connection. When families feel supported, they are
empowered. It is vital that communities offer support or services to help families in distress in
order to help children flourish and feel safe and cared for.
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Teachers are required to not only teach curriculum, but keep abreast of services that
students living with a disability may need. Teachers also model appropriate peer behaviors and
offer education in social skills that support positive peer interactions. Teachers may use
language that identifies the students in their class as a family. They may incorporate classroom
procedures that require the classroom family to use respectful language and behavior when
dealing with one another. Teachers also have a role in offering or seeking out the necessary
support to students in crisis. I believe that as a teacher I have a responsibility to the overall well-
being of my students. Again, when considering the different learning styles of my students and
the accommodations that I may have to provide, I also need to consider the social and emotional
aspects of the students. Just as they will have different learning styles, they will also have
different emotional and social styles I will need to support.
Cultural Diversity Instruction
Cultural diversity offers another challenge for teachers to take into account. Depending
on the background and experiences they have had, teachers can make generalizations about their
students. For students who may not speak English with fluency, it may be difficult to express
how they think or feel. Teachers must have an ability to understand the backgrounds and
cultural differences within their classroom. This empathic understanding will give their
students a sense of belonging which can help their attitudes about learning. My intention is to be
a teacher who is able to practice and teach cultural pluralism while also encouraging family
participation and linkages between school and home.



STATEMENT OF INFORMED BELIEFS 6

Curriculum for all Learners
As I am currently employed in a special education program I find differentiated
instruction extremely important. Being able to apply various adaptations to meet the different
learning styles ensures individual participation while also meeting students where they are.
Considering students zone of proximal development and identifying when a student may need
alternative assessments or accommodations is also the responsibility of the teacher. Offering
supportive interaction and alternatives can help guarantee that students individual needs are
being met throughout all of the Stages of Cognitive Development as identified by Jean Piaget
(Berns, 2010, pp. 172-173). While my intention is to work primarily with children that are in the
concrete operational stage, I have a responsibility to understand the sensorimotor,
preoperational, and formal operations stages and how curriculum may need to be adjusted or
modified depending on how the child has progressed through these stages of cognitive
development, or if there is an IEP. Common Core State Standards are also an important factor
as this initiative has been adopted by the State of Idaho and thus I will have a responsibility to
effectively implement the curriculum changes into my teaching style. Students not only have
need for information that is delivered through content areas, but also need real world applications
for future life skills.
Conclusion
In closing, there are numerous subjects and techniques that must be mastered and
considered when becoming a teacher. Understanding curriculum requirements, embracing and
accommodating the unique aspects of every child, and providing substantial encouragement with
the focus on inclusion for every child are important traits for me to possess. Providing
opportunities for life and social skills practice is also meaningful to me. Inspired by those kids
STATEMENT OF INFORMED BELIEFS 7

on the playground who play teacher, it is my intent to be a positive influence and role model as a
teacher not only in the classroom but in the community as well, always remembering that
students watch and listen to us for guidance and meaning.




















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References
Berns, R. M. (2010). Child, family, school, community (9th ed.). Belmont, CA: Wadsworth.
Hunt, N., and Marshall K. (2006). Exceptional Children and Youth(5
th
ed.). Belmont, CA: Wadsworth
Ryan, K., and Cooper, J. (2010). Those Who Can, Teach (13
th
ed.). Belmont, CA: Wadsworth
http://www.presidency.ucsb.edu/ws/?pid=9271