Running head: STATEMENT OF INFORMED BELIEFS 1

STATEMENT OF INFORMED BELIEFS

Sherri Genna

Professor: Carol Billing

EDUC 204, Families, Communities and Culture

Spring 2016
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Introduction

I plan on teaching elementary students, preferably 2nd grade or below. Children

this age respond well to reasoning behind directives. They thrive on routines,

established rules, well defined boundaries and positive reinforcement. I will have a

behavioral management plan in place. An example would be to have student

responsibilities, rules and kindness toward others posters on display. This daily reminder

will instill morals and values in all students. If the students behaviors warrant

discipline, then I will speak to that particular student on the side, never in front of the

whole class. While discussing all expectations with the students I feel I can run a

successful classroom and teach self regulation at the same time.

All Students Can Learn

At the beginning of the year, I will interact and get to know my students by

playing social games. Social games create ice breakers for the class to get to know each

other. There will be all types of students, from the shy student, to the hyperactive student,

to the student who blurts out everything, just to name a few. I can ensure learning by

separating or grouping desks. After a lesson is given on the smart board, giving plenty of

examples, I will either have students work independently or work within their assigned

groups. I can have competitions between tables to see who can master the lesson the

fastest, etc. If the lesson calls for independent work, I will go around the room giving

feedback for those who have completed the assignment or offer consultation to the

students who may need additional help.

In class assessments are also a good resource. In the West Ada School District,

teachers use an assessment computer program all day. Students are expected to sit at a
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computer for an approximate 10 15 minutes assessment a couple times a day. When one

student is done, another is called up.

For example, while I was observing a 5th grade class, the teacher used an

assessment test during a math switch period. For the students that remained in his class,

he would have a choice of four math based activities. The choices were: a card game,

math worksheets, or 2 computer options; Khan Academy or the school districts math

assessment. The assessment results show the teacher where the students fall academically.

If they understand the concepts taught and what review work the teacher may need to go

over. While the students were engaged in their choice of four math activities he would sit

at the back table with up to 6 students and teach math basics; multiplication, division,

etc., to those who were behind academically. With the use of technology in schools, it is

easier to see where your students fall academically. The students acquire achievement

motivation as they show the teacher their work and explain how they came up with that

answer.

Teachers Expectations

According to the text, there are four purposes and goals on how

schools educate our children. Education professor John Goodlad define

these goals as 1) academic (reading, writing and arithmetic); 2) vocational

(preparation for the world of work); 3) social and civic (preparation to

participate in a democracy); and 4) personal (development of individual

talent and self-expression) (BERNS, p. 47)

Essentially, teachers are role models for learning and behaviors of

their students. Students learn by doing as it is modeled by their teachers.

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Teachers also have different styles of teaching and different personalities.

If the teacher is not engaged then the students will not be engaged.

Teachers have to take into consideration on what type of learners their

students are. Examples of learning styles are: Logical-mathmatical

(number smart), Linguistic (word smart), Bodily-Kinesthstic (body

movements), Musical, Spatial (picture smart), Interpersonal (people

smart), Intrapersonal (self smart) and Naturalist (nature). Once all of

these learning styles are established teachers can better understand and

accommodate to their students learning styles and needs. (BERNS, P. 230-

231)

Our text suggests that teachers get reports of their students before

the school year starts. It is unfair to low achieving students to have their

teachers not expect much from them. I think every child is capable of

maturing, growing and meeting goals and expectations. Teachers should

set higher expectations of their students so students know what it is like to

achieve and succeed once a goal has been reached. This will created a

highly effective learning environment and give students a positive self-

concept and higher self-esteem.

Students Social Ecological Theory

Social ecology is about communities. Community ecology comprises the

psychological and practical relationships between people and their social environment.

Having a sense of belonging within your community is what most of us strive for. Think

about where you grew up. I can remember living in a neighborhood where kids rode
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bikes and played in the street or at the school playground all day. We came home for

meals or we simply ate at our friends houses. Our parents were not supervising us every

second and the police patrolled neighborhoods regularly (p. 335).

These days, parents keep children busy through preventative services such as

community sports programs, recreational center activities, library programs and by using

community pools, parks and trails. The community can provide many services for

families. There are preventative services (parks, recreation and education), supportive

agencies (family and child) and rehabilitative agencies (correction, mental health and

special needs) available. Parents are their childs first teachers. It is important for

children to get involved in their communities at an early age so they can learn life lessons

and feel a sense of responsibility in making a commitment to something or someone.

Perhaps they can get involved by recycling regularly with their families, by raking an

elderly person leaves or pulling weeds, volunteering at a local food bank or help serve

meals at a homeless shelter. There are all types of ideas for kids to offer a helping hand to

someone. Being involved will only strengthen our community. (p. 346)

Cultural Diversity Instruction

The goals for schooling in the United States fall under four categories:
1. Academic Goals
2. Vocational Goals
3. Social, Civic and Cultural Goals
4. Personal Goals

Under Social, Civic and Cultural goals it is clear that there is to be a curriculum based on

learning and respecting various cultures through Enculturation awareness of values,

behavioral norms, traditions, achievements one ones culture and other cultures (BERNS,

pg. 187, Goodland Table 6.1). It is important to understand various cultures especially
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when you live within a diverse society. There may be children attending school with a

language barrier. For example, students may speak fluent Spanish at home and limited

English at school. There are early language intervention programs in place at schools to

help with any language barriers.

Every child is entitled to a free and public education in the United States. There is

no specific curriculum for culture or diversity. As a teacher you can do something as

simple as change a greeting each day by saying hello and goodbye in different

languages. Flat Stanley comes to mind when discussing diversity. Flat Stanley is a

character from an elementary childrens story. The fun part is, Flat Stanley can travel to

various parts of the world. The teacher will instruct her students to write letters to people

all over the world and include Flat Stanley. The pen pals will write back and include

pictures of Stanleys adventures with them. The teacher can then put pins on a world map

showing where Stanley has been. The students can also display the letters and pictures on

a designated board. This adventure opens up questions about different cultures from

around the world.

Cultural Assimilation vs. Cultural Pluralism - Cultural assimilation, the minority social

group/culture takes on the characteristics of the majority social group/culture. If someone

from a different culture wants to become an American citizen, then they will accept the

culture democratic values of the United States. They will also want to understand the

Constitution of the United States and accept the laws and principles that go with

becoming a US citizen. Cultural Pluralism is coming to accept that people are different

and will come from various backgrounds/countries. We should appreciate the differences

of people, their cultures and understand that everyone can coexist within the same
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society. We understand and accept that there will be a difference of religion, language and

lifestyle (BERNS, p.191).

Curriculum for All Learners

Accountability in highly involved in planning, delivery and

assessing students. The No Child Left Behind Act of 2001 has made the

school structure more accountable by requiring teachers to be highly

qualified and by requiring more state testing so fewer students slip

through the cracks. Our job, as teachers, is to teach. Are we teaching for

state tests or are we teaching for real life? In my classroom, I would plan

on using authentic assessments to determine if a student has mastered

a task which is based on real performance. Verses the use of

standardized tests in which the students is compared to his/her peer

based on a norm (pg. 242). I would like to teach with the cooperative goal structure

in mind. I would prefer my students to work together toward a common goal but realize they

will also work individually to work on individual goals. I would work toward using Lev

Vygotskys, zone of proximal development (ZPD (BERNS, p. 220). Before teaching a math

assignment, I can prepare for the class by putting a few problems on the whiteboard while

they are at recess. When the students return from recess they will view the problems and start

thinking about how to solve them. First, I will ask the students to take out their whiteboards

and a marker and try to solve problem on their own. When they have an answer they can show

me and I will say yes or no. Once all the students have attempted the problem I will ask

them what strategies they used and write and explain the students strategies on the board.
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Some may choose to use a tree diagram or a tape diagram while others may choose to use a

number line to add or subtract.

The strategies used by each student boil down to what type of learner the student is

and what strategies they have been taught to solve problems. Once everyone has given their

methods, I will show the students my most efficient method of solving the problem. I will also

remind students that there is always more than one way to solve problems. After the lesson is

complete it is important to show appreciation for the students cooperation and input and

praise them on their ability to work together. I will hand out an independent worksheet so

they can practice their math skills. I will go around the room as they work to make sure all

students are understand the lesson and to ensure the students are using their strategies. If there

are any issues I can help students individually (BERNS, p. 239).

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References

Berns, R. (2013). Child, family, school, community: Socialization and support. Belmont, CA:
Wadsworth/Cengage Learning.