Anda di halaman 1dari 7

Running Head: Mainardi Core Beliefs

Core Beliefs Essay


Educational Psychology
Joseph Mainardi
University of Alaska Southeast

Running Head: Mainardi Core Beliefs

Abstract
This document is a summary of what I believe to be the fundamental
values that will guide my development as an effective teacher. Herein,
I will explain the two guiding principles I will use in my teaching: Strong
student-teacher relationships, and inquiry. I will also mention science.

Running Head: Mainardi Core Beliefs

Back in 2011, I took a part-time job as a Special Education Aide


in the rural village of Yakutat, Alaska. As with any small village, jobs
were hard to come by, especially for an outsider from New Jersey with
no trade skills. I applied for two reasons: Because it was a steady job,
and it would guarantee employment throughout the winter. It was
never an easy job for me, but the experience changed me. Gradually,
my time in the classroom transformed from a 9 to 1 job into
something else; something that made me feel good, and something I
valued.
Looking back, especially after having a chance to reflect on the
variety of articles and textbooks that Ive read over the past few
weeks, Ive been able to pinpoint the main reason for that change.
I strongly believe that the relationships I built with the students I
worked with were the key to unlocking two things: Their potential, and
satisfaction in my work. Looking back at my experiences through the
lens of a learning educator has been both enlightening and thoughtprovoking. Turns out, what I learned while immersed in the classroom is
firmly grounded in educational research.
A simple search through my university library system turned up
thousands of texts extolling the virtue of connecting with students.
One in particular concluded: Through meaningful relationships
grounded in genuine care, educators nurture a responsive classroom
environment that can help set the foundation for student success

Running Head: Mainardi Core Beliefs

(Ellerbrock 2015, p. 51). To me, these relationships are a two way


street: They keep students accountable to their teacher, but (perhaps
more importantly), they keep the teacher accountable to his or her
students. Knowing my students will help me plan constructive lessons
tailored to their strengths and weaknesses, and better differentiate in
my classroom. Consequently, building relationships results in both
better students and better teachers.
Not surprisingly, this theory has firm ties to neuroscience. In his
hierarchy of motives and needs, Abraham Maslow shows that there are
basic needs that humans must have met before they can further
develop a desire for knowledge and understanding, which he calls
cognitive needs. Safety, security, love, and belonging are all necessary
for humans to gain motivation for knowledge. (Siefert, 2009) In this
way, a safe classroom, with warmth and caring from a teacher, will
help students learn.
Reflecting back on my experience, as the year went on, I found
myself able to push students further and faster than I ever had. I firmly
believe this is because they knew I believed in them, and that I
genuinely cared. I can still remember the sense of pride pushing tears
out of my eyes when my most difficult student walked down the gym
floor to take his diploma; that was the one big moment that pushed me
towards the path that I am pursuing now. In turn, it has also led me to

Running Head: Mainardi Core Beliefs

my core belief in building a meaningful relationship with students. It


can turn even the most difficult student into a success story.
I also believe that it is my job as a teacher to show students that
they can, and SHOULD question information. This is an oft overlooked
and devalued skill in the discipline of history, as well as in adult life. I
want to scream at them: Dont be a sheep! You have a mind; use it to
question what is going on in your life. You have a voice, use it for
change! Of course, I cant do that; however, I can teach them to
question through the lens of history. I can show them and teach them
the value of questioning validity of text, the particular agenda of an
author, and the content itself. Through this, I hope they will find the
confidence and drive to follow those questions up with further research
or action.
In my Literacy in Middle and Secondary Classrooms course, I ran
across an article which portrayed my aspirations perfectly. In his paper,
Cognition and Representation, Elliot Eisner (1997) stated:
In totalitarian societieschildren are to be shaped by schools to
fit an image defined by the state. In democratic societies and in
those societies seeking to create a democratic way of life,
children are helped to realize their distinctive talents and,
through such realization, to be in a position to contribute to the
culture as a whole. (p. 354)

Running Head: Mainardi Core Beliefs

As a teacher, I will be in the unique and weighty position of preparing


students for their future as citizens and lifelong learners. I hope that I
can use inquiry-based learning to help students succeed in my
classroom. I havent figured out how, but I will find a way to help them
transfer this mindset to life outside of school.
As a teacher, it is of paramount importance to never stagnate.
Never be satisfied with the status quo, but always look to improve
methods and strategies of your craft. The science and research behind
education is ever-expanding, and as a responsible teacher, I will have
the monumental job of keeping current in my profession. Be that as it
may, I will never let go of my Core Beliefs: That as a teacher, I will be
available to my students; I will care about them and give them the
tools they will need to succeed, while at the same time challenging
them to question their material and the events happening in our everyday lives.

Running Head: Mainardi Core Beliefs

References
Eisner, E. (1997). Cognition and Representation: A Way to Pursue the
American Dream? Phi Delta Kappan, 78(5), 349-355.
Ellerbrock, C., Abbas, B., DiCicco, M., Denmon, J., Sabella, L., & Hart, J.
(2015). Relationships: The Fundamental R in Education. Phi Delta
Kappan, 98(8), 48-51.
Siefert, K., & Sutton, R. (2009). Educational Psychology (A Global Text).

Anda mungkin juga menyukai