Assumptions Flowchart
Recognizing Assumptions
As you think about your beliefs, you need to be mindful that they are grounded in assumptions that you may or may not know you have made about children, families, and the learning process (Mezirow, 2000; Jaruszewicz, 2006). Assumptions are significantly affected by filtersthe lenses through which you view the world. Common filters include your gender, ethnicity, and socioeconomic status, among others. For example, female teachers may misconstrue behavior they see in their male students simply because they process their observations from the perspective of their own experiences growing up as girls. Teachers who grew up in stable homes with ample economic resources may find it difficult to understand the challenges facing students who come to school hungry or whose homework isn’t completed because of difficult conditions at home.
Your actions represent decisions you make either consciously or unconsciously based on beliefs; therefore it is helpful to identify the assumptions you hold, as they are the key to the connections and consistency between beliefs and actions. Your growth as a teacher and your ability to create, manage, and facilitate an environment conducive to powerful learning depends on your willingness to honestly, intentionally, and regularly identify, examine, and revise your assumptions as needed. Figure 2.7 represents the dynamic relationship between assumptions, beliefs, and actions.