Running head: STATEMENT OF INFORMED BELIEFS 1

Statement of Informed Beliefs

Ashley Tarkalson
College of Southern Idaho
Evin Fox
EDUC 204: Families, Communities, and Culture
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Statement of Informed Beliefs

Introduction

“Teaching is the act of sharing the knowledge we have been given by others with the

hope that someday in some way, it again will be passed on” (unknown). This is why I have

decided to become a teacher. I have always been someone that has wanted to give back to my

community. I first considered education as a career when I began to substitute teach six years

ago. The love I have found for teaching, joy of learning from students and colleagues, and the

opportunity to help students of all ages, is my motive to achieve the goal of becoming a teacher.

I know that I will have an influence on many students, but there are four other factors that will

impact their education: student’s ability to learn, student’s social ecology theory, cultural

diversity instruction, and curriculum differentiation for all learners.

Student’s Ability to Learn

A teacher’s main role is to help every student reach the highest possible level of

achievement. As I have been in many classrooms over the last four years, I have discovered that

as hard as teachers might try to help students reach their full potential, it is just as much the

student’s responsibility to come to school prepared and have a desire to learn. Teachers and

students must have expectations for one another for each to be successful. As a teacher I will set

and communicate high expectations for my students so that they may achieve greater academic

performance to move cognitively to a higher level.

It is the student’s responsibility to establish a good work ethic. Students have an active

participation in their own learning and goals provide a tangible “benchmark” of achievement.

Students need to have high expectations for me so that I will continue to work hard to understand

and create the environment that each of them deserve. I find that allowing students to also learn
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by actually “doing” will help them become more successful learners. As Dr. Jean Piaget (2013),

a psychologist known for his developmental theory of cognitive development has stated,

“children learn through their own activity” (Berns, 2013).

It is imperative that both teachers and students set educational goals so that they may be

effective throughout each year. Teachers creating a set of learning goals and outcomes, can

guide the students and help them understand content expectations. The overall goal for teaching

is learning. When students know and understand the learning expectations in each lesson it will

help them achieve their own goals they have set.

Students Social Ecology Theory

A family is a microsystem: activities and relationships with significant others

experienced by a developing person in a particular small setting. To find if families really

influence students’ socialization, therapists use the family systems theory to look more within

the family, as a whole, in terms of its structure and organizational patterns to understand the

different ways families carry out basic functions. James Garbarino stated, “the child who is not

adequately nurtured or loved, such as one who grows up in an abusive or dysfunctional family,

may have developmental problems” (Berns, 2013). A family’s dynamics and diversity can also

influence a student’s values, attitude, behavior, gender roles, and morals by their

socioeconomic status, religion, and culture in a positive or negative way. This creates a

foundation of understanding, limited or not.

The community the student lives in can influence their socialization. Socialization is the

process by which individuals acquire the knowledge, skills, and character traits to participate as

effective members in society (Berns, 2013). The type of facilities a student has access to use in a

community will determine what their experiences. The community members can affect the
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students as well. In the community where I will be teaching I know that students have felt let

down by its members. The students have been needing a new school for years, and year after

year when it has been proposed, a large portion of community members have voted against it.

This has left some students feeling that the community does not advocate for its children. It is

important for students to self-regulate and use this opportunity to create their own personal

identity, and create apathy in their mentality to move in the community as participating

members. For as many members of the community that might be “against” them, there are others

that are there to support and care for them.

Mass media is a form of communication. It includes newspapers, magazines, books,

radio, television, videos, movies, computers, consoles and others. Mass media reveals many

aspects of the society, and causes cognitive processes in children that cultivate their

understanding of the real world (Berns, 2013). The information received from these sources

might not be accurate or desirable and can be helpful or harmful. Student’s will move from

group to group searching for an opportunity to develop a strong identity with the ever changing

influence of mass media that redefines the label of what is or isn’t normal.

A culture will often teach a student how to behave, what to believe, law, customs, and

traditions. These socializing techniques are sociocultural expectations. These expectations could

include group pressure, tradition, rituals, routines, and symbols (Berns, 2013). Culture defines

the way a student learns. Learning Style is a consistent pattern of behavior and performance by

which a student would approach educational experiences (Berns, 2013). The values the students

learn from their cultures are based on a higher order decision-making process than belief-based

decision-making because it aligns with the deepest levels of their individual and collective

motivations (Barrett Values Center).

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Cultural Diversity Instruction

It is important for teachers and students to recognize and support the diversity of other

students. This cultural pluralism is mutual appreciation and understanding of various cultures

and coexistence in a society of different languages, religious beliefs, and lifestyles (Berns, 2013).

It provides a representation of various cultural norms. It is important for the minority of the

students to adhere to the process of cultural assimilation but more importantly to integrate

learning experiences that encourage an interest in students’ differences in ethnicity, culture, and

religion in the classroom.

I would’ve liked to have had more culturally diverse learning experiences when I was in

school, but I am happy I was limited because I know now what it is to be a global citizen. I will

teach my students that everyone is different and help them honor student’s identity, highlighting

his or her strengths. I will have students stake their identity, or present their beliefs and what

they stand for in front of the class, so that students will feel that he or she is valued in the

classroom community. I will use their differences to teach. It will influence my approach, written

directions and verbal directions. I will also use pictures as means of support and provide learner-

directed opportunities to teach about different cultures and ethnicities. It is my responsibility to

provide the opportunity for my students to learn to honor those differences. This will result in a

more accepting atmosphere in and out of the classroom.

Curriculum for all learners

The zone of proximal development (ZPD), is Vygotsky’s term for the space between

what a learner can do independently and what he or she can do while participating with more

capable others (Berns, 2013). To be an effective teacher, I will need to be aware of my students
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ZPD and provide them with appropriate independent and collaborative activities to enhance their

learning. Scaffolding is another technique I will use by showing each student how to be more

successful by not only guiding them, but providing support for success from one level to the

next. I will start with what they know and build upon that with various activities, to provide the

best opportunity to engage and learn the curriculum. I had several teachers that were very good

at applying this technique while I was in school and I felt it boosted my confidence so I learned

more.

As I have been observing classrooms, I have had the opportunity to watch two different

curriculums being taught. The first was teacher-directed curriculum, in which the learning

activities were planned by the teacher for all the children. The second was learner-directed

curriculum where the learning activities were formed from individual interests and teacher

guidance. These different curriculums took take place in to two different grades: fourth grade

and preschool. I found that the learner-directed classroom was more engaging for the students as

well as for myself. Students having a role in their learning, provides them with a stronger

purpose.

It is important to be able to teach to all learning styles, for everyone learns in a different

way. I know that this will be a challenge, but one I am excited to take on. As a teacher I will get

to know students, which will allow me to adapt and modify lessons as needed. I feel that this will

help me to become a successful teacher. I will use authentic assessment, evaluating students

based on real performance, rather than test performance (Berns, 2013). The scores the students

receive on their standardized tests will demonstrate student’s readiness for school, as well as

highlight any achievement gaps he or she may have. The results could be low and this could be

caused by poverty, family circumstances, or other outside factors (Berns, 2013). These tests are
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hard for some, myself included, if they are not good “test takers.” Nonetheless, I feel it is

important to use assessments to know each level of a student. This pertinent data will be my

resource to guide instruction.

To ensure the growth of my students I will do my best to communicate with each one. I

will use reflection, journal within lesson plans, and change my way of teaching if I find that my

students are struggling. What works one year in a classroom, might not work the next. I feel that

as a teacher, I must always be willing to change, when change is needed.

Conclusion

I want to make a difference in the world. I know that I can be an example to my students

and I can influence the way my students learn. Social ecology theory, cultural diversity

instruction, and curriculum differentiation will provide me with the tools I need in order to

influence my students to help them reach the highest possible level of achievement. I am grateful

for the support I have had from my community in the decision I have made to become a teacher.

The greatest gift to give is knowledge.

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References
Berns, R. (2013). Child, Family, School, Community: Socialization and Support (10th ed.).
Stamford, CT: Cengage Learning.
Barrett values center http://tnlp.valuescentre.com/pages/leading-an-organisation/internal-
cohesion/leadership-team-decision-making/values-vs-beliefs.php