Which of the two do you think you would prefer? Why?
Part of this work centers on knowing yourself, your core beliefs about children, your image of yourself as a teacher, the details of the curriculum, and how to teach to your natural strengths. Part of it is related to your preparation and knowledge base. And some of it relates to the assumptions and internalized values you bring to this particular school and classroom. How much do you identify with the children you will be teaching? How do you feel about second-language learners? Will you be comfortable talking with parents and your program or school administrator? This last section of the chapter will describe and encourage you to use reflective strategies to uncover the answers to these questions.
Consistency between Beliefs, Attitudes, and Actions
Do teachers practice what they preach? Studies of congruency between teacher beliefs and practices have been conducted for a long time and much of the more recent research confirms earlier findings (McMullen et al; Vartuli, 1999). Children benefit from consistency when a teacher’s practices are congruent with a belief system that reflects a well-developed knowledge base and experience with children over time (Buchanan, Burts, Bidner & White., 1998; DeWitt, 2015; McMullen, 1999; Stipek & Byler, 1997).
Unfortunately teachers sometimes say one thing and do another, especially when they are expected to use practices that conflict with their personal philosophy (Mayo, 2010). Typically this happens when teachers must use a curriculum or approach that they do not fully support, perhaps because they feel it is not developmentally appropriate (Burts, Hart, Charlesworth & Kirk, 1990; Charlesworth, Hart, Burts, Thomasson, Mosley & Fleege, 1993). Further, teachers tend to perceive their teaching orientations as either/or choices between basic skills and child-centered approaches (McMullen et al., 2006; Stipek & Byler, 1997). Teachers of younger children tend to believe in and use child-centered approaches more than do teachers of elementary school children (Buchanan, 1998). Most teachers do seem, however, to acquire the ability to operate out of a pragmatic or practical perspective and do what they think best for their students regardless of whether or not that is consistent with the theoretical orientation of the curriculum in use (McMullen, 2006).
Figure 2.7: 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.
Developing a Personal Philosophy
So how do you know what you believe, so you can measure that against the curriculum you choose or develop, or the one that is chosen for you? Table 2.7 provides a simple but effective way for you to construct a personal philosophy and compare your beliefs with any of the many curricula described in this chapter or any not described.
The questions listed vertically on the left, when considered as a whole, represent a cohesive but concise philosophical statement. Think carefully about how to answer them. Consider how your values and assumptions about families, the way you were raised, and your own experiences with education might influence the way you answer the questions. As you reflect on the information presented in this chapter and continue to do your own research about curricula that interest you, propose answers to each of the questions from the perspective of the curriculum developers. As you look across the chart, you should be able to see how one curriculum compares with another, and with your own beliefs.