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SIB 1




Statement 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 a

teacher they must come up with a lesson plan that has more than one intelligent learning style in

mind. Not only do they not learn the same but have different culture backgrounds, and must take

into count of being open-minded to each culture, and also involve their culture into their

education. Then above everything else there are going to be some students with learning

disabilities that will need extra help, and must make sure that all students understand the lesson

then pass the standardizes tests. I will keep mind all of this when I become a teacher. I

understand that students are like snowflakes; no one student is the same like the other. As a

teacher I will address that all students can learn, my expectations as a teacher, student’s social

ecology, 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’s

teaching style, and lesson plan management. Ensuring that students learn is always little difficult

because of the different learning styles. However, when students are able to put in some input

and have fun with the lesson they are more in favor of learning. I have observed that when

students 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 with

the teacher guidance (Berns p 178). In my observation, the teacher had the student set their rules

for 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 this

assimilation, the students learned how a business’s work in a community. She checked for

understanding when it was time to for the businesses to open in their community. In some ways,
SIB 3


this activity was also teacher directed curriculum based. The teacher made this lesson for all the

students, but allowed for the students to come with their own rules for the community. The

students enjoyed this because they were involved, had power, and had freedom of make the

rules.

         According to William Glassers’ Choice Theory, everyone is born with specific needs that

must be satisfied. The four psychological needs are: belonging or connecting, power or

competence, freedom, and fun (Sullo p 8). If these needs are not satisfied the student will be

succeed in school or life. Students need to feel that they belong and connect with others. This in

turn brings them motivation to learn and succeed in school. Power and competence go hand in

hand. Through competence, achievements, and mastery concepts comes power. Students get

power and feel powerful when they master the lesson. When students feel free they will be less

disrupt in class. Students enjoy having choices and will be more motivated. Unlike, students that

feel they don’t have any freedom. Above everything students need to have fun. According to

Sullo, “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 are

more likely to learn when they are having fun.

Teachers Expectations

         Teacher’s expectation influences a student’s ability to learn and their education goal by

how the teacher responds and reacts to the student. When I first went to school I didn’t know a

word of English. Over time I learned to speak English. This for me was very difficult. I noticed

that teachers did not hold me to the same standards as other students who had English as their

primary language. From the teacher’s perception of me was that I will not do well as the other

students. I was always held to a lower standard. Even as I got older, and English became my
SIB 4


permanent language. It still made me feel that I was not important and did not matter as much. I

didn’t have to work as hard and I was able to meet their expectations easily. At first the zone of

proximal development had a big gap of what I couldn’t do alone, so the teacher had guide me

step by step. Eventually, was no longer challenged to meet my educational goals; yet my

educational goals did not change. It wasn’t till college where I was held to a much higher

standard; 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 work

to achieve them,” (Sullo p 82). Having standards an expectation are good, but if they are too easy

to achieve it is worthless. Educational standards are to be met and the teacher’s expectations

need to meet the standard. Educational goals should be a goal that student is trying to meet and

not something the student has already achieved. If the student is meeting their educational goal

then the goal should be reviewed to make it more challenging for the student. I believe that if the

teacher has high expectations the students will achieve more because they are being pushed to

meet their educational goal.

Students’ Social Ecology Theory

       When getting ready to present any lesson to students they are more likely to remember

the lesson more if it is connected to them in some way. Many students think that lessons are not

connected 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 happen

in life. For example, when teaching simple math, using: “If Johnny had 5 cookies and gave 2

away to his friend. How many cookies does Johnny have left?” having a sort of connection will

make the students more eager to learn. Knowing that they will use it in their life makes them

want to learn the lesson verse learning things because they have to.
SIB 5


        There are good impacts that family, culture, and communities impact students’ learning

but it can have a down fall as well. In the good way, supportive parents are involved and

encouraging students to learn. In some cultures school is a very high priority, and push schooling

as much as possible. Even in some communities there are strong feelings about having the high

quality 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 because

of certain beliefs. There are even communities that can’t fund, or have the same value for

education has they do for other city projects.

Cultural Diversity Instruction

   I would acknowledge students’ ethnic background by building life histories, and experiences

by investing time in researching their ethnic backgrounds. As I was growing up I remember how

it feels to be in the minority group. In some ways I felt unwelcomed. I will try to reach out to the

student by tying in something form they culture into the lesson. This could be from reading short

stories to simply tying in a fact back to the student’s ethic background.

   Cultural pluralism and cultural assimilation are the opposite from each other. Cultural

pluralism 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 celebrating

the 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’s

customs, language, holidays, and beliefs. There is no acknowledgment of the minority’s

language, customs, language, or holidays. The majority group becomes the dominant group and

the minority group as to adapt to it.
SIB 6


Curriculum for all Learners

   A teacher will have to make adjustments in planning, delivery, and assessment depending on

student’s learning styles. In planning a lesson plan the teacher will have to deliver it in more

than one learning style to teach the lesson, so that when the teacher is delivering the lesson it has

different learning styles incorporated.

       How a teacher assessment informs instructional planning and delivery by giving

assignments/homework, and looking for what worked. If the students seem to do well that means

that delivery method worked. On the other hand, if it did not work then the teacher will have to

try a different teaching style that fits the students better. Another method is by having the

student 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 from

where 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 the

students are catching on to the concept of the lesson; checking for understanding. The teacher

will have to find what learning style the student is and what teaching style works best for the

student to advance to the next lesson. Repeating the lesson and giving the student more practice

is 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 each

student is different, but must learn the same material by end of the school year. I want to be able

connect with my students and have them be successful in school. Each student can learn no

matter how many obstacles they have to go over, and I must learn to help go through those

obstacles without giving in to failure.
SIB 7




                                              Works Cited

Berns, 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.

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Statement of informed beliefs

  • 1. SIB 1 Statement of Informed Beliefs Laura Flores 12/15/2011
  • 2. SIB 2 Statement of Informed Belief Teachers face many challenges. There are the students who don’t learn the same. As a teacher they must come up with a lesson plan that has more than one intelligent learning style in mind. Not only do they not learn the same but have different culture backgrounds, and must take into count of being open-minded to each culture, and also involve their culture into their education. Then above everything else there are going to be some students with learning disabilities that will need extra help, and must make sure that all students understand the lesson then pass the standardizes tests. I will keep mind all of this when I become a teacher. I understand that students are like snowflakes; no one student is the same like the other. As a teacher I will address that all students can learn, my expectations as a teacher, student’s social ecology, 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’s teaching style, and lesson plan management. Ensuring that students learn is always little difficult because of the different learning styles. However, when students are able to put in some input and have fun with the lesson they are more in favor of learning. I have observed that when students 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 with the teacher guidance (Berns p 178). In my observation, the teacher had the student set their rules for 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 this assimilation, the students learned how a business’s work in a community. She checked for understanding when it was time to for the businesses to open in their community. In some ways,
  • 3. SIB 3 this activity was also teacher directed curriculum based. The teacher made this lesson for all the students, but allowed for the students to come with their own rules for the community. The students enjoyed this because they were involved, had power, and had freedom of make the rules. According to William Glassers’ Choice Theory, everyone is born with specific needs that must be satisfied. The four psychological needs are: belonging or connecting, power or competence, freedom, and fun (Sullo p 8). If these needs are not satisfied the student will be succeed in school or life. Students need to feel that they belong and connect with others. This in turn brings them motivation to learn and succeed in school. Power and competence go hand in hand. Through competence, achievements, and mastery concepts comes power. Students get power and feel powerful when they master the lesson. When students feel free they will be less disrupt in class. Students enjoy having choices and will be more motivated. Unlike, students that feel they don’t have any freedom. Above everything students need to have fun. According to Sullo, “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 are more likely to learn when they are having fun. Teachers Expectations Teacher’s expectation influences a student’s ability to learn and their education goal by how the teacher responds and reacts to the student. When I first went to school I didn’t know a word of English. Over time I learned to speak English. This for me was very difficult. I noticed that teachers did not hold me to the same standards as other students who had English as their primary language. From the teacher’s perception of me was that I will not do well as the other students. I was always held to a lower standard. Even as I got older, and English became my
  • 4. SIB 4 permanent language. It still made me feel that I was not important and did not matter as much. I didn’t have to work as hard and I was able to meet their expectations easily. At first the zone of proximal development had a big gap of what I couldn’t do alone, so the teacher had guide me step by step. Eventually, was no longer challenged to meet my educational goals; yet my educational goals did not change. It wasn’t till college where I was held to a much higher standard; 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 work to achieve them,” (Sullo p 82). Having standards an expectation are good, but if they are too easy to achieve it is worthless. Educational standards are to be met and the teacher’s expectations need to meet the standard. Educational goals should be a goal that student is trying to meet and not something the student has already achieved. If the student is meeting their educational goal then the goal should be reviewed to make it more challenging for the student. I believe that if the teacher has high expectations the students will achieve more because they are being pushed to meet their educational goal. Students’ Social Ecology Theory When getting ready to present any lesson to students they are more likely to remember the lesson more if it is connected to them in some way. Many students think that lessons are not connected 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 happen in life. For example, when teaching simple math, using: “If Johnny had 5 cookies and gave 2 away to his friend. How many cookies does Johnny have left?” having a sort of connection will make the students more eager to learn. Knowing that they will use it in their life makes them want to learn the lesson verse learning things because they have to.
  • 5. SIB 5 There are good impacts that family, culture, and communities impact students’ learning but it can have a down fall as well. In the good way, supportive parents are involved and encouraging students to learn. In some cultures school is a very high priority, and push schooling as much as possible. Even in some communities there are strong feelings about having the high quality 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 because of certain beliefs. There are even communities that can’t fund, or have the same value for education has they do for other city projects. Cultural Diversity Instruction I would acknowledge students’ ethnic background by building life histories, and experiences by investing time in researching their ethnic backgrounds. As I was growing up I remember how it feels to be in the minority group. In some ways I felt unwelcomed. I will try to reach out to the student by tying in something form they culture into the lesson. This could be from reading short stories to simply tying in a fact back to the student’s ethic background. Cultural pluralism and cultural assimilation are the opposite from each other. Cultural pluralism 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 celebrating the 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’s customs, language, holidays, and beliefs. There is no acknowledgment of the minority’s language, customs, language, or holidays. The majority group becomes the dominant group and the minority group as to adapt to it.
  • 6. SIB 6 Curriculum for all Learners A teacher will have to make adjustments in planning, delivery, and assessment depending on student’s learning styles. In planning a lesson plan the teacher will have to deliver it in more than one learning style to teach the lesson, so that when the teacher is delivering the lesson it has different learning styles incorporated. How a teacher assessment informs instructional planning and delivery by giving assignments/homework, and looking for what worked. If the students seem to do well that means that delivery method worked. On the other hand, if it did not work then the teacher will have to try a different teaching style that fits the students better. Another method is by having the student 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 from where 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 the students are catching on to the concept of the lesson; checking for understanding. The teacher will have to find what learning style the student is and what teaching style works best for the student to advance to the next lesson. Repeating the lesson and giving the student more practice is 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 each student is different, but must learn the same material by end of the school year. I want to be able connect with my students and have them be successful in school. Each student can learn no matter how many obstacles they have to go over, and I must learn to help go through those obstacles without giving in to failure.
  • 7. SIB 7 Works Cited Berns, 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.