SIB 1Statement of Informed Beliefs Laura Flores 12/15/2011
SIB 2 Statement of Informed Belief Teachers face many challenges. There are the students who don’t learn the same. As ateacher they must come up with a lesson plan that has more than one intelligent learning style inmind. Not only do they not learn the same but have different culture backgrounds, and must takeinto count of being open-minded to each culture, and also involve their culture into theireducation. Then above everything else there are going to be some students with learningdisabilities that will need extra help, and must make sure that all students understand the lessonthen pass the standardizes tests. I will keep mind all of this when I become a teacher. Iunderstand that students are like snowflakes; no one student is the same like the other. As ateacher I will address that all students can learn, my expectations as a teacher, student’s socialecology, culture diversity instruction, and how I will have a curriculum for all learners.All Students Can Learn All students can learn, however, how well they can learn has to do with teacher’steaching style, and lesson plan management. Ensuring that students learn is always little difficultbecause of the different learning styles. However, when students are able to put in some inputand have fun with the lesson they are more in favor of learning. I have observed that whenstudents are able to direct their learning they are more focused on getting the assignment done.Learner directed curriculum, which is learning activates emerges from the students interest withthe teacher guidance (Berns p 178). In my observation, the teacher had the student set their rulesfor their community where the students created businesses. The students came up with their“money” was, regulations and guides, to appointing sheriff, judges, and fines. Through thisassimilation, the students learned how a business’s work in a community. She checked forunderstanding when it was time to for the businesses to open in their community. In some ways,
SIB 3this activity was also teacher directed curriculum based. The teacher made this lesson for all thestudents, but allowed for the students to come with their own rules for the community. Thestudents enjoyed this because they were involved, had power, and had freedom of make therules. According to William Glassers’ Choice Theory, everyone is born with specific needs thatmust be satisfied. The four psychological needs are: belonging or connecting, power orcompetence, freedom, and fun (Sullo p 8). If these needs are not satisfied the student will besucceed in school or life. Students need to feel that they belong and connect with others. This inturn brings them motivation to learn and succeed in school. Power and competence go hand inhand. Through competence, achievements, and mastery concepts comes power. Students getpower and feel powerful when they master the lesson. When students feel free they will be lessdisrupt in class. Students enjoy having choices and will be more motivated. Unlike, students thatfeel they don’t have any freedom. Above everything students need to have fun. According toSullo, “the intimate connection between fun and learning is particularly important in school,”(Sullo p 9). A classroom with no joyful activities is not motivating students to learn. Students aremore likely to learn when they are having fun.Teachers Expectations Teacher’s expectation influences a student’s ability to learn and their education goal byhow the teacher responds and reacts to the student. When I first went to school I didn’t know aword of English. Over time I learned to speak English. This for me was very difficult. I noticedthat teachers did not hold me to the same standards as other students who had English as theirprimary language. From the teacher’s perception of me was that I will not do well as the otherstudents. I was always held to a lower standard. Even as I got older, and English became my
SIB 4permanent language. It still made me feel that I was not important and did not matter as much. Ididn’t have to work as hard and I was able to meet their expectations easily. At first the zone ofproximal development had a big gap of what I couldn’t do alone, so the teacher had guide mestep by step. Eventually, was no longer challenged to meet my educational goals; yet myeducational goals did not change. It wasn’t till college where I was held to a much higherstandard; I am being challenged so inter I am not bored with my educational goals. “Setting standards is well and good, but standards are meaningless unless students workto achieve them,” (Sullo p 82). Having standards an expectation are good, but if they are too easyto achieve it is worthless. Educational standards are to be met and the teacher’s expectationsneed to meet the standard. Educational goals should be a goal that student is trying to meet andnot something the student has already achieved. If the student is meeting their educational goalthen the goal should be reviewed to make it more challenging for the student. I believe that if theteacher has high expectations the students will achieve more because they are being pushed tomeet their educational goal.Students’ Social Ecology Theory When getting ready to present any lesson to students they are more likely to rememberthe lesson more if it is connected to them in some way. Many students think that lessons are notconnected to their life, so they don’t put effort in learning the new concept of the lesson plan.When making a lesson plan it is good idea to connect it to other subjects, or to events that happenin life. For example, when teaching simple math, using: “If Johnny had 5 cookies and gave 2away to his friend. How many cookies does Johnny have left?” having a sort of connection willmake the students more eager to learn. Knowing that they will use it in their life makes themwant to learn the lesson verse learning things because they have to.
SIB 5 There are good impacts that family, culture, and communities impact students’ learningbut it can have a down fall as well. In the good way, supportive parents are involved andencouraging students to learn. In some cultures school is a very high priority, and push schoolingas much as possible. Even in some communities there are strong feelings about having the highquality education. On the other hand, these same elements can be a downfall. In some families,education is not on the “to list do.” It could be that the students parents are high school drop outs,or just don’t care about their child’s education. In other cultures, don’t support education becauseof certain beliefs. There are even communities that can’t fund, or have the same value foreducation has they do for other city projects.Cultural Diversity Instruction I would acknowledge students’ ethnic background by building life histories, and experiencesby investing time in researching their ethnic backgrounds. As I was growing up I remember howit feels to be in the minority group. In some ways I felt unwelcomed. I will try to reach out to thestudent by tying in something form they culture into the lesson. This could be from reading shortstories to simply tying in a fact back to the student’s ethic background. Cultural pluralism and cultural assimilation are the opposite from each other. Culturalpluralism is when there is a mutual understanding, and an appreciation for different languages,lifestyles, and culture beliefs; that exist within the society. In schools, this can be by celebratingthe minority’s celebration, speaking/teaching the language, or acknowledging culture difference.On the other hand culture assimilation is when the minority group has to adapt to the majority’scustoms, language, holidays, and beliefs. There is no acknowledgment of the minority’slanguage, customs, language, or holidays. The majority group becomes the dominant group andthe minority group as to adapt to it.
SIB 6Curriculum for all Learners A teacher will have to make adjustments in planning, delivery, and assessment depending onstudent’s learning styles. In planning a lesson plan the teacher will have to deliver it in morethan one learning style to teach the lesson, so that when the teacher is delivering the lesson it hasdifferent learning styles incorporated. How a teacher assessment informs instructional planning and delivery by givingassignments/homework, and looking for what worked. If the students seem to do well that meansthat delivery method worked. On the other hand, if it did not work then the teacher will have totry a different teaching style that fits the students better. Another method is by having thestudent repeat back what they understood to see where the students got lost. A teacher will ensure that each learner improves from his or her original level fromwhere they started by reviewing, and assessments. Many students need to have more reviews,and have lessons be broken down into smaller units. The assessments will be helpful to see if thestudents are catching on to the concept of the lesson; checking for understanding. The teacherwill have to find what learning style the student is and what teaching style works best for thestudent to advance to the next lesson. Repeating the lesson and giving the student more practiceis way to help the student reach the next goal in their educational goal. I believe that when I become a teacher I have to be open-minded out many things.This is from how to teach, ideas, lessons to how the student’s parents are. Know that eachstudent is different, but must learn the same material by end of the school year. I want to be ableconnect with my students and have them be successful in school. Each student can learn nomatter how many obstacles they have to go over, and I must learn to help go through thoseobstacles without giving in to failure.
SIB 7 Works CitedBerns, R. M. (2010). Child, Family, School, Community Socialization and Support. Belmont: Wadsworth.Sullo, B. (2007). Activating the Desire to Learn. Alexandria: Association for Supervision and Curriculum Development.