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Vanessa Garcia 7 Notes

1. “Research suggests Educators' beliefs about their own need to be controlled may be in conflict with students' needs “. I noticed this down in the article as it shows as a future counselor it's highly important to focus solely on the children's needs and interests Etc.  We do not want to push our ideals or values on children and they may have different needs than what we think they may need at times so really taking the time to hear students concerns goals and so much more is highly important to ensure they are getting individualized assistance.

2. “Jacqueline Irvine's work highlights that Educators believe the way students should behave at school May prevent them from recognizing and appropriately responding to student behavior that critiques marginalizing curriculum.” This stood out to me because I have seen this personally where students are considered disruptive or not well-behaved and there can be outside sources that are affecting the children therefore affecting their academic results. so ensuring we are remaining open and providing children the tools to succeed is highly important. Not just ignoring their needs because we feel they are disruptive.

3. “Finally, it's important to note that the majority of literature on Educators beliefs has been based predominantly on studies of white middle class female educators”.  This is another note that stuck out to me because we must always be  culturally aware, ethically aware and  always aware that  students may have personal preferences.

4. “Moreover these findings suggest that Educators cannot assume an understanding of another person's decision-making even when they share a knowledgeable base.” I created another of this as it shows we may not know entirely what goes on into a student's life somethings are just not so simple and no matter how much education or how much we think we may know we always need to be aware of the potential challenges a student may be facing we just get to see them when they are at school and do not know the outside sources that affect them.

5. The literature on Educators beliefs suggest that Educators simultaneously hold beliefs that are inconsistent, in conflict, and even contradictory and still see themselves as a teacher. I guess this can be a challenging thing for many individuals and professions.  We must always keep our beliefs and be open to understand that there are students who may have different belief systems and we must always modify  and try not to involve our personal beliefs or thoughts while assisting a student.

6. “The danger of this thinking is that in order to protect the sense of self as good persons and effective and altruistic educators, Educators May defensively hold on to beliefs that do not serve their student.” At times we may feel we are helping a student by sharing or giving personal opinions however we must always remain professional and try our best not to include any personal beliefs that may not serve the students purpose of their visit.

7. Elizabeth Davis describes the ways reflection on beliefs can go awry  and makes three recommendations. First, Educators should be encouraged to move Beyond describing what they see and experience to analyzing  what is happening in their classrooms. Second, Educators should be encouraged to think about problems from an alternate perspective, particularly their students. Third, to put an end to the dichotomous Thinking, Educators should be encouraged to integrate what may feel like completing tensions and create a space for new Solutions.  I chose this as it shows the steps that can be taken in order to be successful not only for educators but I also believe for  counselors as well. Being able to analyze students and encourage them to create a space where they are able to think From students' perspective is highly important and can be greatly beneficial to helping students  overcome challenges or reach goals.

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Alexies Garcia #1 - The Apprenticeship of Observation

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Alexies Garcia #1 - The Apprenticeship of Observation

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One key insight I learned is the concept of the "apprenticeship of observation," which refers to how future teachers often base their teaching beliefs and practices on their experiences as students. During their schooling years, future educators observe how teachers manage classrooms, deliver lessons, and interact with students. These observations shape their mental models of teaching, often without any deeper understanding of the pedagogical methods behind them. As a result, many teachers unintentionally replicate the teaching styles they experienced, without fully considering the effectiveness or rationale behind those methods. This highlights the importance of reflective practice for teachers to challenge and improve their own teaching strategies.

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Alexies Garcia #2 - The Impact of Implicit Beliefs

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Alexies Garcia #2 - The Impact of Implicit Beliefs

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Educators often hold beliefs that are unconscious or unarticulated, which may impact their teaching practice without them even realizing it. These beliefs could be about students' abilities, the nature of knowledge, or even what it means to be a "good" teacher. These implicit beliefs, even when not explicitly acknowledged, shape our decisions in the classroom. For instance, we may unknowingly offer more opportunities to students we perceive as high-achieving, while inadvertently neglecting those we deem as less capable. Recognizing and confronting these implicit beliefs is essential for ensuring that all students receive equitable and effective instruction.

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Alexies Garcia #3 - Beliefs About Teaching and Learning

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Alexies Garcia #3 - Beliefs About Teaching and Learning

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Educators' beliefs about teaching and learning are fundamental to their approach in the classroom. For example, teachers who believe that knowledge is fixed and should be transmitted directly from teacher to student may favor traditional lecture-based instruction. On the other hand, teachers who see learning as a dynamic process where students actively construct knowledge are more likely to adopt student-centered teaching methods, such as project-based learning or collaborative group work. This connection between personal beliefs and teaching practices underscores the importance of being aware of the foundational beliefs that guide our teaching methods, as they can significantly impact student engagement and success.

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Alexies Garcia #4 - Cultural Sensitivity in the Classroom

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Alexies Garcia #4 - Cultural Sensitivity in the Classroom

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The reading also discussed the importance of cultural sensitivity in teaching. Teachers must be aware of the cultural backgrounds of their students and understand how these backgrounds can shape students' learning styles, behaviors, and interactions with others. For example, students from different cultural or linguistic backgrounds may interpret classroom norms differently or experience certain teaching methods in unique ways. By embracing cultural sensitivity, teachers can create more inclusive environments where all students feel understood and respected. This involves being open to learning about diverse cultures, incorporating diverse perspectives into lessons, and adapting teaching strategies to meet the needs of students from all backgrounds.

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Alexies Garcia #6 - Teacher Professional Development and Lifelong Learning

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Alexies Garcia #6 - Teacher Professional Development and Lifelong Learning

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The reading underscored the importance of ongoing professional development for educators. Teaching is a dynamic field that evolves in response to new research, technology, and societal changes, so teachers must engage in lifelong learning to stay current and improve their practice. Professional development can take many forms, such as workshops, peer observations, or collaborative learning communities. The reading emphasized that teachers who actively seek out opportunities to learn new strategies, gain insights from colleagues, and reflect on their own practices are better equipped to meet the diverse needs of their students. As educators, committing to continuous growth helps not only improve our teaching but also contributes to a positive and evolving educational environment.

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Alexies Garcia #7 - Promoting Self-Regulated Learning

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Alexies Garcia #7 - Promoting Self-Regulated Learning

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The reading discussed how teachers can encourage students to become self-regulated learners, a key component of lifelong learning. Self-regulated learning involves students taking responsibility for their own learning by setting goals, monitoring their progress, and adjusting their strategies when necessary. The reading emphasized the importance of teaching students how to reflect on their work, identify areas of improvement, and seek help when needed. By developing these skills, students become more independent, motivated, and able to tackle challenges on their own. Teachers can support this by modeling self-regulation strategies, providing opportunities for self-reflection, and encouraging goal-setting in the classroom.

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Alexies Garcia #5 - The Power of Teacher-Student Relationships

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Alexies Garcia #5 - The Power of Teacher-Student Relationships

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A compelling point from the reading was the impact of teacher-student relationships on student success. Strong, positive relationships between teachers and students are associated with higher levels of motivation, engagement, and achievement. Students who feel that their teachers care about them and are invested in their success are more likely to take risks, participate in class, and persevere through challenges. For teachers, building these relationships requires empathy, active listening, and a commitment to understanding students’ individual needs. It’s important to establish trust and create a supportive atmosphere where students feel valued and encouraged to do their best.