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Learning Beliefs Statement
The following is a collection of statements about learning in which I have come to believe.
I believe that teachers have a moral obligation to uphold a standard of learning in their classrooms that is appropriate to their learners’ abilities. Just as in private business enterprise, teachers need to be accountable for their students’ success or lack thereof. Consistent professional development must be sought and implemented in order to keep abreast of the quickly changing digital environment in which we now find ourselves.
I believe that today’s classroom is different than the classroom of yesterday. Students and teachers must have a relationship that is of a partnering nature, with equal responsibilities and privileges. Without the mutual understanding of a set number of expectations in the classroom, success will be very difficult if not impossible.
I believe that learners must have integrity when it comes to the issue of intellectual property. In an era of overwhelming opportunities for the sharing of ideas using various forms of technology, learners must be informed correctly about copyright law and the consequences for not following these guidelines.
I believe that learning cannot take place unless the learning environment is one where students and staff alike treat each other with the utmost respect and courtesy. Every person has something valuable to contribute, and without this contribution, the learning community will suffer a loss.
I believe that learning should be a self-directed process. The curriculum should be offered in such a way that gives students an abundant amount of choice in terms of exploration strategies, assessment and evaluation of artifacts. In this way, the teacher remains very much in the background in a facilitator capacity, rather than in the foreground in a traditional capacity.
I believe that learning has a far better chance of being a rewarding experience if the student is given timely and supportive feedback on a regular basis. Assessment for learning is key as exemplars are shown, and student-created rubrics are used to critique and improve work.
I believe that learning experiences have to be authentic in order to be in any way engaging for the students. If lessons are connected to real-world situations, then the classroom can transcend the building and be more of a continuation of the community itself.
I believe that teaching involves raising standards for students on all levels. Personal challenges in the classroom, while sometimes difficult, can never be faced or overcome if they are never presented as a learning opportunity.
I believe that learning has to integrate the latest available technology, but that it must remain a means to an end. To use technology just for technology’s sake is inefficient, not to mention redundant. Finding innovative ways to incorporate technology while keeping the focus on mastering the curriculum outcomes will be the new challenge for today’s teachers and students.
I believe that learning is a lifelong process that does not end. Change is inevitable and growth is desirable. If we can model this behavior, learners in our school system can lay the foundation they need to continue their journeys into later life.
-Melissa Doherty