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Point 1: Teachers and students learn together

I believe this to be true because teachers can tailor lesson based on how much they know their students, making it easier for students to understand the content.

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Point 2: Representation matters

When it comes to inclusion, it is important that both students and teachers feel seen and included.

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Point 3: I agree that it can be slightly frustrating when teachers refuse to learn new methods of teaching or technology tools because I feel like it limits the students' abilities to grow.

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Point 4: When it comes to tying beliefs to professional knowledge, I think it can be hard because I don't think too much of our standpoints should impact how we teach because we are taught to be diverse and flexible and if we stick to our beliefs and refuse to see other points of views we could miss out on new learning opportunities

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Point 5: answering the question "how did you learn to be a successful teacher?" I believe the best way to do this is by trial and error because if you don't try and implement new ways of teaching, how will you know what works and what doesn't? Another way would be being open to feedback and asking for help because no one is perfect, and if you are struggling in a certain area, your team is always there to help and answer your questions.

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Point 6: question " Tell us about your first teaching experience"

My first teaching experience was in high school my senior year during my internship as a teachers assiant for a TK classroom and it was the best experience ever I taught ELL students how to read, I was able to teach all the students basic ASL skills, and my host teacher was so amazing and she always made sure I was included and allowed me to take lead or ask my opinion. Overall, I felt valued, and it almost made me change my career path to a multiple-subject degree.

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Point 7: Question "Describe a typical day of teaching as you remember it."

During my long term substitute position how I would start my class off would be with silent reading or a grammar sheet depending on the day. then we would trasntin into the lesson of the day and I would walk around and help students individually while my coteacher helped others as a group. there where 2 periods I ran solo but for the most part instruction stayed the same. During this time, I learned how to manage school work, working two jobs, and grading assignments. Also, having a co-teacher has prepared me for my first year teaching this year because I will have a co-teacher for the majority of the year.

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Note 1
Beliefs shape everything we do as educators; unexamined assumptions—especially those formed during our own “apprenticeship of observation” may bias our planning, interactions, and priorities. Consciously surfacing them protects students from unintended bias.

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Global beliefs trickle down to daily choices. When I view education as nurturing the whole child rather than merely transmitting facts, I naturally design learning that develops character, creativity, and community.

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Epistemological stance matters: if I treat knowledge as multiple and co‑constructed, I will invite dialogue, give students voice, and model lifelong inquiry,aligning with the collaborative, student‑centered classrooms I value.

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Expectancy effects are real. Rosenthal’s work reminds me that the hopes I hold for each learner can become self‑fulfilling prophecies. Guarding my language, feedback, and “climate” signals is an act of justice and care.

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Beliefs about students’ behavior must be culturally responsive. Irvine’s idea of “cultural synchronization” warns that misreading culturally rooted actions can fracture relationships; seeking students’ perspectives first fosters trust and inclusion.

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Professional growth hinges on productive reflection. Facing “functional failures” without defensiveness and seeing them as data, not threats, helps me recalibrate beliefs that hinder learning and refine those that serve my students.

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Honesty and humanity build credibility. Authentic presence, coupled with high expectations, nurtures the warm, respectful climate I aspire to create.