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The document emphasizes that beliefs often stem from personal experiences and can be implicit or unexamined. In a counseling role, it's essential to recognize one's own biases to provide unbiased, effective support. This awareness can prevent unintentional judgement or assumptions about clients' behaviors and needs.

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It is discussed how expectations can influence outcomes, as seen in educational settings with teacher expectations impacting students performances. In counseling, recognizing the power of expectations can guide counselors to encourage positive change in clients, rather than reinforcing any negative self-perceptions they may hold.

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Adaptive teaching involves monitoring and adjusting responses based on student struggles. In counseling, this translates to continually assessing and adapting therapeutic techniques to meet individual clients needs, promoting resilience and addressing issues effectively.

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Students thrive when they feel autonomous and connected to their educators. For counseling, fostering a safe and supportive environment where clients feel a sense of agency can improve their motivation and engagement in the therapeutic process.

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There's a focus on reflection as a means for educators to improve their practices. In counseling, regularly reflecting on one's methods, biases and reactions can help refine approaches, leading to more meaningful and effective interactions with clients.

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There is a difficulty that educators may face in changing established beliefs. This is relevant in counseling, where clients may resist change. Understanding the process of belief change can help counselors gently challenge limiting beliefs, fostering a pathway for clients to adapt positively.

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The value of collaborative environments, such as Urban Academy's culture of respect and mentorship. Similarly, in counseling, adopting a collaborative approach where the counselor works with the client as a partner can empower the client, making the counseling process more effective and respectful.

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This article explores educator beliefs and their significant impact on teaching practices and student outcomes in educational settings.

Educational beliefs refer to the personal convictions, values, and assumptions teachers hold about education, learning, and their role as educators. These beliefs shape how teachers approach their work and interact with students.

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Teachers "learn" how to teach primarily through their personal experiences as students. Other ways that teachers learn how to teach are through teacher education programs, professional development, and classroom experiences. However, the majority learn from what worked or did not work for themselves as students.

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Educators' beliefs about their students are divided into: 1. what it means to be a student, 2. how students should relate to educators, and 3. student differences in classroom practices. Scholars in the article argue that for students to assume responsibility for their own learning, they must have autonomy, be competent, and be connected or feel connected to their classmates and teachers. This reinstates the idea of how essential relationship-building is with students! In nearly all of the professional development I have attended, a speaker or session will always discuss this concept.

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The importance of educators' beliefs is extremely powerful in a student's academic experience. What educators believe is real and true creates an objective reality within their classroom. What an educator believes is real and true also drives their curriculum and instruction. If a teacher believes that specific information is important, they might work harder at planning that lesson. It would be the same but opposite if parts of the curriculum that are not deemed important by the teacher are glossed over in class.

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Personal biases held by educators can significantly impact the teaching and learning process. These unconscious biases can influence how teachers interact with students, design curriculum, and assess performance.

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"The more beliefs are tied to a teacher's sense of self, the more they will resist change." This is the epitome of human behavior. No matter what profession, this statement rings true. In education, we (teachers) need to be better! We must truly believe that we are there to educate kids, regardless of the situations. We must reflect on our biases and faults to make fundamental changes in our beliefs. I love the expression "functional failures" in the article as it is similar to the one I use, "fail forward." It is essential to take each lesson in life as meaningful. Even when (because we all will) we fail.

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Personal reflection is a powerful tool for self-improvement and professional development. It is particularly crucial for educators to constantly reflect, as it benefits them personally and enhances their ability to positively impact their students' lives. Reflection allows us better to understand our thoughts, feelings, and behaviors. As educators in the classroom, reflection can help us identify our strengths, weaknesses, biases, and assumptions we might subconsciously project. It is equally crucial for administrators to give teachers the time and space to reflect on our practices.