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SIB essay sample 01


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SIB essay sample 01

  1. 1. Running head: STATEMENT OF INFORMED BELIEFS<br />Statement of Informed Beliefs<br />Instructor: Fox, Evin<br />EDUC 204: Families, Communities, and Culture<br />Spring 2008<br />Statement of Informed Beliefs<br />As an educator, one must have a set of standards and beliefs that he/she holds to throughout their career. These beliefs will change from time to time as one is submerged into the teaching field, as well as the communities in which one’s work evolves. As a teacher one must have knowledge that each student is an individual and that each one is diverse in their learning, their ethnicity, as well as how they will be successfully taught. As teachers, we have to have ideas as how to address all these issues.<br />All Students Can Learn<br />It is known that all students are able to learn, but they learn in different ways, with different learning styles. Education should be teacher and student directed: in a sense it is a combination of direct instruction curriculum and developmental interaction curriculum. As part of direct instruction, the teacher provides a breakdown of the course material and demonstrates it thusly, and at the conclusion a summative assessment will determine if the student has full comprehension of the specific content and then will receive immediate feedback. With developmental interaction curriculum, students are given materials and tools to support knowledge that the teacher provides and is able to connect it to real life situations (Berns, 2007). <br />Jean Piaget’s theory of cognitive development, states, that children learn through their own activity and Jerome Bruner believes that children learn through discovery (Berns, 2007). As teachers we should provide children with the necessities to learn but also allow them to discover and create new things for themselves. Leaving questions open for further explorations and discovery lets children realize that in order to know all things, sometimes they must go and find the answers themselves.<br />Research shows that only 20% of information is retained while only auditory senses are being used but when auditory, movement, verbal, and visual representation is integrated 90% of the information is retained (Kovar, Combs, and Napper-Owen, 2007). As an educator, if all styles of teaching are implemented more students become involved and different learning styles are being addressed, more students are likely to learn and keep ahold of the information. In terms of assessing the growth of a student’s knowledge, all areas of learning (auditory, visual etc.) should be tested, by both authentic assessments, test that show the performance of an individual if placed in a real world situation, as well as with paper and pencil.<br />Teacher’s Expectations<br />Teachers seem to give students a bar at the beginning of the year that they must reach, but because of differences in past scores students’ bars are set at different heights. The bar is a set of goals and accomplishments that the students are expected to meet. Students must reach a certain standard and a certain level of improvement. <br />If a teacher keeps the bar at the same height that it was set at during the previous year, no improvements can be made. Teachers are accountable for the results of their students’ learning and achievements so the goal should be set high, but still obtainable to instill a sense of accomplishment and worth in a student. “The students’ performances will match or fulfill what the teacher expected or prophesied at the beginning of the year (Berns, 2007).” A student should feel as if a teacher cares enough to challenge them.<br />A teacher may have a prejudice about a student’s learning ability based on past scores and not feel as if the child needs much help, such as in the case of a gifted and talented student. One may also have a prejudice about a student labeled ‘at-risk’, and thus apply less emphasis on their education. All students have a right to gain more knowledge, so teachers should not only target the students who are struggling but those that are gifted/talented as well and produce activities that are both stimulating and challenging for all students.<br />Students’ Social Ecology Theory<br /> Every student learns in a different way, so it is theorized that this is so because of the interactions that they have with individuals outside of the school system. A student’s macrosystem and microsystem, both play an important role in the development of a child and the way in which they will impact the world later in their lives. <br />The combined influences that the macrosystem and mesosystems have on an individual are probably the most significant that the child will encounter. In the mesosystem, in particular, family members, is where a lot of people’s ideologies and basic knowledge come from. Families with a strong cultural background may have different beliefs and ideas about the importance of education, and as teachers we should have a respect for this but also use the ideas of the family to help build up the student for success in life. When things are related to real world ideas, a student is more likely to understand the importance of the information, and if it can be related to the parents in the same manner, hopefully, they will be able to reiterate the idea. <br />By having an understanding of students’ backgrounds and if they are part of a high or low context macrosystem, one that believes in rationality/individuality or intuitiveness and group identity, teachers can engage students in activities that both parents and students can realize the importance. When parents realize the importance of an education, and that they pass on knowledge to their children, it is then the educator’s job to prepare them for inclusion into society.<br />Cultural Diversity Instruction<br />Dector Saint-John de Crevecoeur’s melting pot theory of cultural assimilation, taking individuals from different cultures and blending them into a single common culture, has become one that is discouraged. The idea of the salad bowl has become the new way of including all individuals and the acceptance of ones’ culture. Teachers cannot be bias toward a single gender, race, or religion. They must have a sense of cultural pluralism that there are various cultures out in society and that no one has more rights or privileges over another. As well as keep this by having an understanding of the different cultures one has more opportunities to benefit the community as a whole. <br />In the United States, there really is no norm, or rules as to how an individual should behave in reference to culture. By having a ‘salad’ of individuals one will gain knowledge of real world applications and the knowledge that there are many different types of people who all have different beliefs and standards. By having students share their ethnic backgrounds, other students can become familiar with new places, differing ideas, and even new languages, which can familiarize them with other individuals in their communities. Students can also become more familiar with themselves and develop a sense of worth and even self-efficacy when they know where they come from and what abilities they have because of it.<br />Curriculum for all Learners<br />Not every student that a teacher receives at the beginning of a school year will be at the exact same level. Education isn’t that simple. So teachers must develop a way of assessing students and adjusting planning to engage everyone. The most effective way would be to determine where students are in every area of their education, reading, math, social studies, etc. To do this, students should be observed using behaviorism. Observation through actions and personal interpretation of everyday experiences, as well as norm referenced assessments, or student-to-student comparison (Parsons, Hinson, and Sardo-Brown, 2008). This will allow teachers to observe the students in real life situations as well as in comparision to the rest of the class. This can be done by occasionally pairing students with another of greater skill to help improve the comprehension of the material.<br />To ensure that everyone is receiving their education, assessments as well as instructions will be given verbally, kinesthetically, and visually. To asses students growth they will be observed throughout the school year as well as given authentic assessment, which measure functionality in society. <br />Every individual is entitled to an education. By holding the title of educator or teacher it is their job to give students the best education that is possible. This means knowing about a student’s background and the learning styles that is conducive to learning. A student’s ability to learn and their ethnicity, paired with a teacher’s expectations and teaching styles, can allow a student to reach many goals in their lifetime. <br />References<br />Berns, R (2007). Child, family, school, community: socialization and support. Belmont, California: Thomson Learning.<br />Kovar, S., Combs, C., & Napper-Owen, K.(2007). Elementary classroom teachers as movement educators. New York: McGraw-Hill.<br />Parsons, R, Hinson, S, & Sardo-Brown, D (2008). Educational psychology. Mason, Ohio: Thomson Wadsworth.<br /> <br />