Running head: DIVERSITY STATEMENT OF INFORMED BELIEFS

Diversity State ent !" In"!r ed Be#ie"s Ra$% &ristin Instru't!r: Dr( Eg)ert ED*+ ,-.: Fa i#ies% +! unities% and +u#ture

Fa## ,-1/

DIVERSITY STATEMENT OF INFORMED BELIEFS Statement of Informed Beliefs As 'hi#dren g! thr!ugh their s'h!!# years% they have di""erent e01erien'es( Ea'h year

'hi#dren have di""erent tea'hers% s! e even have di""erent tea'hers ea'h '#ass h!ur( This 'an )e a 'ha##enge n!t !n#y "!r s! e students% )ut "!r s! e tea'hers as 2e##( N!t every 'hi#d is g!ing t! )!nd and ge# 2ith his3her tea'her !n the "irst day( N!t every tea'her is g!ing t! get thr!ugh t! ea'h 'hi#d !n the "irst try( Every 'hi#d is di""erent and uni4ue( Finding a 2ay t! rea'h ea'h and every 'hi#d is s! ething a I ste1 int! the '#assr!! 'hi#dren6s #ives( All Students Can Learn Re'!gni$ing student6s a)i#ity t! #earn su)7e't '!ntent 1#ays a the student( &n!2ing 2hi'h #earning sty#e is a7!r r!#e in the su''ess !" !tivated% 'aring and e""e'tive tea'her 2i## never 4uit trying t! d!( As a5e a di""eren'e in these

ea'h and every day% I thin5 a)!ut h!2 I 'an

!st e""e'tive "!r an individua# 2i## ensure they

#earn( Audit!ry% visua#% and 5inestheti' are the three )asi' #earning sty#es( The tea'her 2i## '!ntinue t! ta5e avenue a"ter avenue unti# the '!rre't !ne is "!und( Tea'hers )e#ieving in students and n!t giving u1 2i## in"#uen'e the 'hi#d6s a)i#ity t! #earn( 8ith ea'h and every 'hi#d% I re e )er the saying% 9Ai "!r the !!n% then i" y!u "a## sh!rt% y!u 2i## sti## )e a !ng the 5n!2 that y!u )e#ieve in hi 3her( I" a

stars(: Setting high e01e'tati!ns "!r a 'hi#d #ets the tea'her d!es n!t e01e't high e01e'tati!ns "r!

'ertain students than they 1r!)a)#y 2!n6t give uni'ated t! the

their "u## 1!tentia#( Edu'ati!na# g!a#s and e01e'tati!ns need t! )e '#ear#y '! students( 8hen students 5n!2 2hat the e01e'tati!ns are% he3she 2i## )e edu'ati!na# g!a#s(

!re #i5e#y t! rea'h their

;aving accountability "!r students #earning g!es in hand 2ith The No Child Left Behind Act of 2001(: This a't ensures that a## 'hi#dren re'eive a high 4ua#ity edu'ati!n and h!#d

DIVERSITY STATEMENT OF INFORMED BELIEFS the s'h!!#s res1!nsi)#e "!r a5ing sure a## 'hi#dren are #earning( By d!ing 1r!gress !nit!ring%

tea'hers 'an veri"y i" students understand 2hat is )eing taught( There are a nu )er !" ste1s a tea'her 'an ta5e "!r the 'hi#d 2h! needs that e0tra su11!rt( A '!u1#e !" ideas 2!u#d )e ste1 )y ste1 strategies% a 1r!)#e !de#ing% and de !nstrating( 8hen I a tea'hing a ath #ess!n and a 'hi#d gets t!gether( This

in'!rre't% I d! n!t have the

erase it unti# 2e g! !ver the 1r!)#e

a##!2s us t! see t!gether 2here the needs e0tra su11!rt(

ista5e is( This is a great t!!# in rea'hing the 'hi#d 2h!

A#th!ugh tea'hers have the sa e standards t! "!##!2% this d!es n!t sty#es are the sa e( There are

ean their tea'hing

any 2ays t! tea'h the standards using di""erent 'urri'u#u ( The

direct instruction curriculum <tea'her dire'ted= is )ased !n )ehavi!rist 1rin'i1#es( The )ehavi!rist the!ry !" B. . S!inner 1r!vides the "!undati!n "!r the dire't instru'ti!n 'urri'u#u <Berns% ,-1,=( ;is the!ry e 1hasi$es that !de#ing the desired )ehavi!r rein"!r'ed students

t!2ard the desired g!a#s( S5inner6s resear'h a#s! sh!2s a re#ati!nshi1 )et2een #earned )ehavi!r and its '!nse4uen'es( As resear'hers +ar#s!n% Fran'is% and Fergus!n <,--1= have e01#ained% studies '!ntinue t! '!n"ir the e""e'tiveness !" the dire't instru'ti!n !de#( In a study "!r the

s'h!!# year ,--->,--1 in the ;!ust!n area% it 2as "!und that s'h!!#s that used the dire't instru'ti!n !ut1er"!r ed the '!ntr!# s'h!!#s( Students Social "colo#y Theory ;!2 a student '!nne'ts t! #earning is n!t the sa e "!r ea'h and every student( Students #earning 'an )e heavi#y i 1a'ted )y their "a i#y% s'h!!#% 1eer gr!u1 and '! unity 5n!2n as

the microsystem. ;aving a 'hi#d 2h! #ives in a sing#e 1arent h!useh!#d 2ith the 1arent rare#y h! e has an i 1a't !n the 'hi#d6s 1er"!r an'e at s'h!!#( There are nurturing that is needed and strugg#e at s'h!!#( These students any students 2h! #a'5 the

ay need a di""erent #earning

DIVERSITY STATEMENT OF INFORMED BELIEFS envir!n ent than !thers t! he#1 the '!nne't t! #earning( ;aving a student '! e "r! a n!n>

Eng#ish s1ea5ing "a i#y a#s! has an i 1a't !n the 'hi#d6s #earning( I 2!r5 2ith 1. "SL <Eng#ish Se'!nd Language= students% s! e that !n#y s1ea5 Eng#ish at s'h!!#( 8e n!2 have 2hat is 'a##ed mesosystem% 2here the student has #in5ages and interre#ati!nshi1s )et2een t2! !r !re !" their

i'r!syste s( In this 'ase% it is )et2een s'h!!# and h! e( As a tea'her% I 2ant the 'hi#d t! su''eed and gain !re 5n!2#edge( In s! e h!useh!#ds% gir#s "r! di""erent 'u#tures have

#earned s'h!!# is n!t i 1!rtant( Their duty is t! )e a 2i"e% the "a i#y( This and a5es it a 'ha##enge t!

!ther% and stay h! e t! ta5e 'are !"

!tivate the student t! su''eed( As the tea'her% tea'hing ust(

!de#ing t! these students the i 1!rtan'e !" edu'ati!n is a

A''!rding t! $ames %arbarino &1''2(% the 'hi#d 2h! is n!t ade4uate#y nurtured !r #!ved% su'h as !ne 2h! gr!2s u1 in an a)rasive !r dys"un'ti!na# "a i#y ay have deve#!1 ent

de#ays in #earning( This ear#y disadvantage 2i## 1ersist !r 2!rsen as the 'hi#d 1r!gresses un#ess 'ertain ste1s are ta5en( ?ar)arin! suggest interventi!n% su'h as that 1r!vided )y s! e 4ua#ity 'hi#d>'are 1r!gra s% 'an "ree a"ter s'h!!# 1r!gra !di"y the !11!rtunities at h! e( The s'h!!# distri't I 2!r5 "!r !""ers a "!ur days a 2ee5 "r! /:-- @ A:--( This 1r!gra #i its the ti e the

'hi#d 2!u#d )e h! e a#!ne% and !""ers a '!nsistent r!utine !" having a sna'5% h! e2!r5 ti e% reading% and intera'ti!n 2ith !ther students and adu#ts( The intera'ti!n and re#ati!nshi1s !" these 1r!gra s 'an have a 1!sitive i 1a't !n i 1r!ving the student6s su''ess in s'h!!#( )iscrimination and Learnin# A'5n!2#edging the #i"e hist!ries and e01erien'es !" students 2ith di""erent ethni' )a'5gr!unds is n!t !n#y a 2ay t! 'e#e)rate "!r these students% )ut a#s! "!r !thers t! #earn( Learning a)!ut di""erent "!!ds% traditi!ns% '#!thing% and 'e#e)rati!ns "r! di""erent )a'5gr!unds

are n!t !n#y in'!r1!rating e01erien'es <assi i#ati!n= "!r th!se 2ith di""erent ethni' )a'5gr!unds%

DIVERSITY STATEMENT OF INFORMED BELIEFS )ut a great #earning !11!rtunity "!r the 2h!#e '#ass( Cultural *luralism is having s'h!!#s a11re'iate and have the understanding !" vari!us 'u#tures( An e0a 1#e !" this 2!u#d )e due# i ersi!n( This 1r!gra is a "!r !" edu'ati!n that students are taught #itera'y and '!ntent in !n in the Ca'5s!n 8y! ing S'h!!# Distri't( in!rity 'u#tura# gr!u1 ta5es !n the

t2! #anguages( This 1r!gra

is very '!

Cultural assimilation is the 1r!'ess 2here)y a 'hara'teristi's !" the 2h! 'a e "r!

a7!rity 'u#tura# gr!u1( An e0a 1#e !" this 2!u#d )e the tea'hing !" th!se

Me0i'! and !n#y s1!5e S1anish( The s'h!!# distri't in 2hi'h I tea'h% !n#y

tea'hes the Eng#ish #anguage( Dua# e ersi!n 2!u#d )ene"it n!t !n#y the S1anish s1ea5ing student% )ut a#s! the Eng#ish #earner( Tea'hers ust have the 5n!2#edge% attitude% and s5i##s t! a5e a '#assr!! e""e'tive "!r

a## ty1es !" #earners( )i+erse teachin# strategies "!r these students 'an he#1 students a'hieve g!a#s and sh!2 1r!gress( Tea'hers 1r!viding variety in the stru'tured '#assr!! !1ti a# #earning "!r a## students( *sing !ne 2ay !" tea'hing reading and 'an 1r!vide

ath t! a## students is

n!t g!ing t! )e e""e'tive( L!ts !" "a't!rs '! e int! 1#ay 2hen tea'hing diverse #earners( The s'h!!# I 2!r5 "!r divides the 2h!#e s'h!!# int! severa# gr!u1s t2i'e a day "!r reading and interventi!n )ased !n #eve#s !" 1er"!r an'e( F!r e0a 1#e in .th grade su)tra'ti!n% sing#e digit% and d!u)#e digit students re'eive everyday s1e'i"i' area in 2hi'h they ath% there are ath

u#ti1#i'ati!n interventi!n gr!u1s( N!t !n#y d!es the

ath #ess!ns in their h! er!! % )ut a#s! re'eives e0tra su11!rt in the ay strugg#e( This 2ay !" tea'hing in'#udes a## #earners 2hi#e )eing

e""e'tive "!r the diverse #earner( ",uitable "ducation for all Students A## students deserve the sa e !11!rtunity "!r #earning n! socioeconomic status is( It d!es n!t atter 2hat their

atter 2hat the "a i#y6s in'! e is% !r 2hat the students6

DIVERSITY STATEMENT OF INFORMED BELIEFS 1arents d! "!r an !''u1ati!n% a## students need t! )e treated "air#y and given the sa e su11!rt as any !ther student( Students 2h! '! e "r! i 1a'ted in any di""erent 2ays( Students

di+orce- and duel income families- '!u#d )e high#y ay a't !ut 2ith )ad )ehavi!r% !r )e very e !ti!na#( a very dys"un'ti!na#

I 'he'5 in 2ith a student ea'h

!rning and a"tern!!n 2h! '! es "r!

"a i#y( The 5ids in this "a i#y d! 2hat they 2ant% and d! n!t have any ru#es !r )!undaries( This y!ung )!y has )een taught at h! e 2hen there is a 1r!)#e % #eave and 2a#5 a2ay "r! 1r!)#e ( This has 'aused "!r hi t! run a2ay "r! s'h!!# the

any ti es 2hen he is as5ed t! d!

s! ething he d!es n!t 2ant t! d!( At h! e he is !n his !2n s! !"ten% he #!!5s "!r2ard t! having that '!nstant s! e!ne 2h! 'he'5s in !n hi ea'h day( I as5 hi h!2 he is d!ing% did he have his

edi'ati!n% d!es he need a )rea5"ast% et'( I en7!y )eing that '!nstant s! e!ne in his #i"e( Many Students having issues !utside !" s'h!!# 'an heavi#y i 1a't 1er"!r an'e( Tea'hers )eing 1r!a'tive and "inding !ut a)!ut the student6s h! e #i"e% this '!u#d he#1( Tea'hers 'an give students e0tra su11!rt% and a reas!n t! 2ant t! su''eed in s'h!!#( The #itt#est thing 'an the di""eren'e in the 2!r#d( A## students deserve the !11!rtunity t! e0'e#( Being a tea'her !" di+erse learners is an everyday !''urren'e( Ethni'% s!'i!e'!n! i' diversity% students 2ith disa)i#ities% and gi"ted !r ta#ented students #ead t! the di""eren'es a !ng #earners( ;aving a## students in the '#assr!! re'eive the sa e assess ents 2i## 1r!vide tea'her !dati!ns( Every!ne #earns in a5e a##

2ith data that 'an )e used t! 5n!2 2hat students need a''!

di""erent 2ays and the 5ey is "inding 2hat 2!r5s "!r that student( By d!ing this it sh!2s I 'are and a )eing "air t! ea'h and every student% giving e4ua# !11!rtunities( "li.abeth %il!eson is '#assi"ied

deve#!1ed the Ban! Street Curriculum <%il!eson / Bo0an- 1'12(. This 1r!gra

as 9#earner>dire'ted: and is re"erred t! as the deve#!1 ent intera'ti!n 'urri'u#u ( This is a 'urri'u#u that is individua#i$ed in re#ati!n t! ea'h 'hi#d6s stage !" deve#!1 ent% 2hi#e

DIVERSITY STATEMENT OF INFORMED BELIEFS 1r!viding any !11!rtunities "!r 'hi#dren t! intera't 2ith 1eers and adu#ts( S! e #i"e s5i##s a5e a ea#

'#asses are )ased !n this the!ry( ;aving students 1#ant a garden% gr!2 "!!d and "r!

this harvest% this is 7ust an!ther 2ay "!r a 'hi#d t! #earn( A## students 'an #earn( By )eing an !de#% and a !tivat!r% I 'an ensure ea'h 'hi#d re'eives the )est

e""e'tive tea'her% a r!#e edu'ati!n 1!ssi)#e(

3eferences B(F( <,-1,=( Child, family, school, and community: Socialization and support <Eth Ed=( Be# !nt% +A: Th! as 8ads2!rth( +ar#s!n% +(% Fran'is D(% F Fergus!n% +( <,--1=( RITE Program External Evaluation !!!" !!#$ %ouston: Texas Institute for &easurement, Evaluation, and Statistics$ ?ar)arin!% C( <1EE,=( +hi#dren and "a i#ies in the s!'ia# envir!n ent <,nd Ed=( Ne2 Y!r5: A#dine de ?ruyter ?i#5es!n% E(+(% F B!2 an% ?(8( <1EDA=( The focus is on children$ Ne2 Y!r5: Ban5 Street Gu)#i'ati!ns(