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Core Beliefs Essay
Tom Honer
University of Alaska Southeast
17 July 2015

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Abstract

In the pages that follow I will discuss some of the characteristics that I consider to be crucial for
effective teachers. These characteristics are ones that I will strive to attain and hone myself as I
garner more experience as a teacher. At present these ideas constitute my core beliefs as they
pertain to teaching and high-efficacy teachers. I know that my core beliefs will change as time
goes on and as I experience more; thus, my core beliefs are fluid and will evolve over time.

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Core Beliefs Essay

I believe effective teachers understand learning as it applies to each student individually.
Learning is not a static process, nor does it lend itself to neatly defined categories and
classifications. Learning is dependent upon students, and students are as diverse and unique as
snowflakes falling from the sky: Many are similar, but no two are the same. Learning in
American education systems has long been a means to an endand in many ways, it still is. As
such, the importance and purpose of learning are sometimes lost. Standardized testing and
seemingly superfluous curriculum requirements arent likely to be phased out of our education
system in the foreseeable future. However, these should not be the end toward which students
strive; students are capable of much more, but often it is teachers who fail to motivate students
and to help them comprehend their capabilities. I believe that in order to be an effective teacher,
one must strive to understand students: who they are, what drives them, and who they want to be.
Learning styles, like students, are very diverse. Not everyone learns the same way. This
may seem obvious to the reader; however, understanding that students learn in different ways
and through various means is of paramount significance both to the student and to the teacher. I
believe that teachers must strive to understand how their students learn and what their preferred
methods of learning are. Furthermore, teachers should help students to discover which methods
of learning they prefer, as students arent always aware of their preferred learning style.
Traditionally, I think there has been a reliance on text-based learning materials, and if students
were unable to extract and unpack the content of their assigned texts, they were often at a
disadvantage. An approach that is more conducive to student learning on the individual level is to
identify and foster each students particular learning style, while also encouraging the use of non-

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preferred learning styles, in order to broaden the scope of the students learning (Seifert &
Sutton, 2009).
Another aspect of student learning that is often marginalized and insufficiently handled is
student engagement. If students lack engagement, they are unlikely to see how the content
pertains to them and to their lives (Krashen, 2001; Schoenbach et al., 2012). Without this sense
of relevance students will fail to see the importance of learning the content. However, students
can become engaged in their own learning if teachers guide them through the learning process in
a way that builds off what they know, allows them to apply their newly acquired knowledge, and
requires them to reflect on what they have learned (Baviskar et al., 2009). This constructivist
approach creates room for learning and a flexible framework in which teachers can monitor
students learning. Such an approach also provides some degree of freedom for students, if
correctly implemented, because students can apply their knowledge in a multitude of ways and
through a variety of media.
I believe that student engagement is a very good place for teachers to start if they are
interested in helping students to become better learners and more involved in their own learning
processes. An important aspect of student engagement is the nature of students self-perceived
efficacy (Bandura, 1993). On one hand, if students believe that being an effective learner is
something that is innate, they are less likely to see themselves as someone who can learn and
succeed. They assume that if they arent successful learners now, they probably wont ever be,
because they think that effective learning cant be learned. On the other hand, if students believe
that effective learning can be acquired and that anyone can learn to be an effective learner, they
will likely see their learning as attainable.

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Finally, perhaps the most important aspect of effective teachingin my opinionis a

knowledge and appreciation of ones students. As I mentioned in the introduction of this essay,
students are extremely diverse and no two are exactly alike. The experiences, backgrounds,
cultures, and even languages of students vary to an enormous degree and all of these factors
among many morecraft the lens through which students view themselves, others, and the
world around them. I understand that knowing ones students requires a lot of effort and that
there are boundaries that teachers should not, can not, and must not cross; however, I truly think
that the most influential and meaningful teachers that I have had throughout my academic career
were those who knew a lot about me as a person, not just as a pupil. This makes sense. Learning
is, after all, a huge part of everyones lifeone may not think so, but its true. And since so much
learning takes place in schools, school isby that logica huge part of peoples lives.
Therefore, the more teachers understand and appreciate their students as unique individuals,
rather than mere pupils to be taught, the better chance they have to make a positive difference in
those students lives and to help them to become effective, active learners.
My understanding of teaching now is largely theoretical. I have, until now, had little
opportunity to garner much experience in the classroom. That will all change soon as I embark
on the newest leg of my journey; Im excited to put my existing knowledge into practice and to
learn from my mistakesand I will make mistakes. In this regard, Id wager that I will be able to
return to this paper in a years time and laugh at the naive, inexperienced notions that I once
held. I actually hope that this happens, to some extent. I want to learn more and to become an
effective teacherone who respects that students learn differently; one who helps students to
discover and develop their learning styles; one who models to students that effective learning can

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be acquired and that they all, therefore, have the capacity to become effective learners; and, one
who knows his students as unique individuals and respects their individuality and ways of being.
These are the characteristics of effective teachers that I hold to be true: Im ready to put my
theory to the test.

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References

Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning.

Educational Psychologist. 28(2), 117-148.
Baviskar, S. et al. (2009). Essential criteria to characterize constructivist teaching: Derived from
a review of the literature and applied to five constructivist-teaching method articles.
International Journal of Science Education. 31(5), 541-550.
Krashen, S. (2001). The lexile framework: Unnecessary and potentially harmful. California
School Library Association Journal, 24(2), 25-26.
Schoenbach, R., Greenleaf, C., & Murphy, L. (2012). Reading for understanding: How reading
apprenticeship improves disciplinary learning in secondary college classrooms (2nd
ed.). San Fransisco, CA: Jossey-Bass.
Seifert, K. & Sutton, R. (2009). Educational Psychology (2nd ed.). Washington, DC: The Saylor
Foundation.