Diversity Statement of Beliefs Jordan Rinas Professor Egbert Education 204 Fall 201 !

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My Own Personal Look Into Teaching "#ere are many $ays to teac# a %erson #o$ to do somet#ing& but $#en t#ey are as'ed to %erform several tas's& t#ere are many t#ings involved( "#is is t#e same for teac#ers too& at some %oint t#ey need to decide #o$ and $#at t#ey $ill teac# t#eir classes( "#e ma'eu% of routines& sc#edules& and beliefs is t#eir %#iloso%#y( Eac# teac#er)s %#iloso%#y varies from t#e ne*t and t#at)s $#at ma'es education so uni+ue( ,t is u% to eac# teac#er to %rovide a %ro%er education to every student and overcome t#e obstacles li'e& inclusion& different learning styles& etc( "#ere are numerous $ays to go about t#is %rocess& and no real $rong $ay of doing so it -ust de%ends on #o$ t#e teac#er $ants to go about it( All Students Can Learn "#e $orld today revolves around a strong economy and t#e $or'force& for t#ese to remain strong it)s best to ensure t#at t#e future can continue successfully( "#is starts $it# eac# ne$ generation of 'ids and t#eir sc#ooling( Every student #as t#e rig#t to education and t#ey can all learn( .o$ t#ese students learn and retain information de%ends on many t#ings suc# as learning style needs& t#e t#ings t#ey li'e or do not li'e& and t#e t#ings t#ey are good at or not so good at( Situations outside t#e classroom can affect students and t#eir learning %rocess& but at t#e same time t#e teac#ers are faced $it# t#e daunting tas' of ensuring a %ro%er education in t#e midst of all t#e distractions no matter #o$ big( , can ensure t#at every student $ill succeed by %roviding t#e %ro%er classroom setting and %lacing eac# student in situations $#ere t#ey $ill be c#allenged& but still #ave a great c#ance to e*cel( , $ould #ave t#em in a good zone of proxi al de!elop ent& and eac# lesson $ould be delivered in a $ay t#at eac# student could com%re#end t#e material even $it# t#eir uni+ue learning styles( Le! "ygotsky# /one of %ro*imal

develo%ment tal's about t#e range at $#ic# students learn information on t#eir o$n and $it# t#e #el% of t#e teac#er 0Berns&20101( "#is range can be used as a guide for teac#ers to 'ee% students $or'ing on t#eir cutting edge( , $as raised by %arents $#o taug#t me everyt#ing using an aut#oritative style so t#at #el%ed me develo% s'ills to be a %roblem solver and to t#in' for myself( , $ould carry t#is over into t#e classroom and lead $it# t#e same authoritati!e style so t#at my 'ids #ave t#e freedom to ma'e c#oices for t#emselves and decide t#eir actions( "#ey $ould be still listening to me guide t#em along t#e $ay t#roug# t#e learning %rocess( Based on $#at a teac#er e*%ects of t#eir students $ill determine #o$ #ard t#ey $or' and $#at t#ey& in turn& e*%ect from t#e teac#er( ,f t#e teac#er allo$s late $or' and is laid bac' t#en so too $ill t#e student( ,f t#e teac#er is very firm about t#e rules and does not budge& t#e students $ill abide by t#e rules and e*%ectations in order to receive a good grade and %lease t#e teac#er( $e!elop ental Appropriateness Practice is an a%%roac# to researc#ing #o$ young c#ildren develo% and learn( ,t is im%ortant to teac#ers& because it s#o$s #o$ far along or be#ind t#eir students actually are( "#is among ot#er factors& determines t#e degree of e*%ectations to be %laced on t#e student( Perceptions tie into c#ild labeling suc# as seeing a 'id $#o does not loo' smart and automatically assuming t#ey $ill be be#ind t#eir %eers is labeling( ,n order to be successful& students and teac#ers ali'e need to #ave goals( "#e students goals s#ould be not only to receive a good grade& but to fully understand t#e material and $#y t#ey are doing t#e t#ings t#ey are doing in t#e class( 2it# guidance from teac#ers& students $ould be able to set s%ecific academic goals $it# ste% by ste% guidelines to #el% t#em be successful( "#e ot#er social factors outside of sc#ool& s#ould #el% students get ideas from teac#ers and ot#er adult figures on $#at t#eir goals s#ould be 0Jo#n 3oodlad as cited by Berns& 20101(

Student%s Social &cology Theory .o$ a student learns de%ends on #is or #er socialization& $#ic# are t#e t#ings outside of t#e classroom t#at affect a student)s learning( "#is is divided u% into several as%ects called systems and eac# one %ertains to a different t#ing t#at affects t#e student in a %articular $ay( 4 ma-or influence in a c#ild)s life is family( Family is a icrosyste

t#at #el%s determine a number of factors in a %erson)s life& suc# as !alues' attitude' and self#estee ( "#e esosyste is a lin' bet$een family& friends& sc#ool& and community $#ic#

also im%act a c#ild)s learning( "#e more connections bet$een t#ese systems& t#e greater t#e c#ild)s c#ance to e*cel as a student and ta'e t#e t#ings t#ey learn in t#e classroom and a%%ly it in t#eir everyday lives( "#is is $#en real learning is evident( 4ccording to )ronfen*renner%s bioecological t#eory 0Berns&20101 t#ere are many different structures $it#in social ecology t#at affect t#e student)s ability to learn( "#e &xo Syste doesn)t directly affect students& but $#en economical issues come into

%lay and limit t#e student from fully %artici%ating in sc#ool activities and functions& t#en it directly affects t#em( "#e chronosyste im%acts t#e c#ild)s need for a com%uter to do

#ome$or'& because more and more assignments are becoming more tec#nology based and re+uire researc# or certain com%uter %rograms( 5earning can be limited due to %roblems in eac# individual system or bet$een t#e connections from eac# system( 2#en eac# individual system does $ell and t#e connections bet$een t#e systems are all $ell& t#en t#e students can learn $orry6free( 7t#er$ise t#e student may find it toug# to learn due to effects of t#eir life outside of sc#ool( $iscri ination and Learning

,n order to 'ee% everyone e+ual in t#e classroom& , $ould t#in' of different activities t#at $ould bring eac# student)s cultural bac'ground toget#er( Eac# student could s#are t#ings about t#eir uni+ue lifestyle so t#at ot#er students could become a$are of t#e different cultures( "#is $ould bring t#e students in t#e classroom closer toget#er( "#ey $ould #ave a better understanding of #o$ eac# %erson lives differently& but yet t#e same in some $ays( "#is $ould #el% to create a better classroom environment( Cultural Assi ilation is or t#e bringing toget#er of different cultures& including t#eir language to resemble t#at of anot#er culture can be used to accom%lis# t#is( 2e see it no$ in today)s society $#ere countries are no$ acce%ting different cultures and religions& $#ic# is t#e idea of cultural pluralis ' in $#ic# society acce%ts t#e different cultures and t#e different as%ects of t#ose cultures( 4n e*am%le of t#is $ould be t#e conce%t of *ilingual+ ulticultural education' meaning t#e celebration of eac# student)s culture( "#e melting %ot t#eory is t#e idea t#at different societies and cultures can be mi*ed in toget#er in one community and basically blended toget#er so t#ey can live as one big co#esive unit( "#e salad *owl theory& $#ere several different cultures are mi*ed in toget#er in t#e same classroom setting& #o$ever is muc# better suited for letting multi%le cultures coe*ist toget#er( Instructional Model Includes aut#oritative teac#ers& creating coo%erative learning environments t#at can accommodate for all learning styles& including Analytical& $#ic# is $#en students learn better from very organi8ed statistical information( ,lo*al learners li'e t#ings to be s%ontaneous and creative and are often retain large c#un's of information better( ,nde%endent learning can be used to %ractice conce%ts& and set %roblems( ,ndividualistic cultures are li'e 7riental cultures& meaning t#ey are more reserved and teac# individualistic ideas( Collecti!istic Cultures' suc# as 9ative 4mericans& use disci%line and guidance to teac# %eo%le to $or' in grou%s(

&-uita*le &ducation for all Students 4long $it# t#e advancement of tec#nology& t#e mi* of various religions and cultures& and c#ildren $it# disa*ilities& 0anyt#ing t#at #inders t#e student)s learning1( "eac#ers must find a $ay to ensure eac# student is treated e+ually& and t#at t#ey receive a %ro%er education( :ost students $it# disabilities& also #ave indi!idualized education progra s' or ,EP)s( "#ese are %rograms t#at setu% s%ecific guidelines to #el% t#e student be successful( Inclusion is $#en students are not removed from t#e classroom for s%ecial services( For t#ese students it is not only a successful %#iloso%#y& but is also re+uired by t#e ,DE4 0as cited in Berns&20101( Divorced families struggle $it# %roviding for t#e 'id or 'ids in a single income family after t#e family is s%lit u%( Poverty restricts t#e c#ild)s ability to #ave access to resources& #ig#er learning e*%eriences& and guidance to e*%lore( Emotionally t#e student could be facing confusion& sadness and anger& $#ic# can all #inder t#e learning %rocess( Socially& t#is may affect #o$ t#e c#ild be#aves $it# friends or #is ability to concentrate on a lesson in sc#ool( "eac#ers must also be able to assess #o$ muc# 'no$ledge t#at eac# student is gaining or losing in t#e classroom( ,t is also im%ortant to 'no$ #o$ muc# information t#e student retains( Standardized testing is one $ay to assess student)s 'no$ledge( ,n order to fully understand #o$ muc# 'no$ledge a student is gaining& teac#ers must use authentic assess ents( ;sing a mi*ture of t#e available assessment tec#ni+ues %rovides t#e teac#er $it# an idea of eac# student is %erforming( 2it# t#is information t#e teac#er can decide $#ic# met#ods are $or'ing and $#ic# ones aren)t( "#e teac#er must be o%en to t#e idea of ad-usting lesson %lans or fostering accommodations for any student t#at needs it to create an e+ual o%%ortunity( Successful teac#ers can #andle t#e constant ad-ustments t#at must be made so eac# uni+ue learning style can be accounted for( 4n environment of instruction& demonstration& %ractice& feedbac'& and guidance is created to illustrate t#e time ta'en to foster learning(

4 teac#er)s %#iloso%#y is a guide t#at is $ritten and referred to for future references& and is c#anging constantly( 2it# all of t#e ne$ advancements in tec#nology and t#e ne$ learning styles& teac#ing #as become very c#allenging( ,f a teac#er can find ideas and met#ods t#at consistently $or' for t#em and t#e students& t#en t#ose are t#e t#ings t#at need to be 'e%t in t#eir %#iloso%#y( "#ere $ill obviously be met#ods t#at $ill not $or' and t#at comes $it# t#e -ob( Do$n t#e road t#ings may not necessarily get easier& but by t#en& teac#ers $ill #ave seen most scenarios and $ill be able to #andle t#em in some form or fas#ion( "#e field of education is al$ays constantly c#anging& 'ee%ing teac#ers on t#eir toes& but $it# a good %#iloso%#y& it can be #andled(