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A teacher’s beliefs act like a lens — they subtly shape how I interpret what students do and how I respond to their behavior.

Renelle Henson

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If I believe that all students are capable of learning, it will probably show in how I set tasks, the expectations I hold, and how much support I offer.

Renelle Henson

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When my beliefs are mismatched with my actions (for example, I say I believe in student growth but insist on rigid grading), I create tension or inconsistency in class.

Renelle Henson

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My beliefs about relationships (how close I am to students, how warm versus strict I should be) affect both classroom climate and student motivation.

Renelle Henson

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Showing respect for student autonomy — believing students have voice and choice — changes how I design lessons and assessments.

Renelle Henson

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Beliefs about risk (for example, whether it’s okay for students to try, make mistakes, or take on hard challenges) influence how much I push them and how safe they feel.

Renelle Henson

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When I don’t reflect on my beliefs, I might unintentionally perpetuate bias or low expectations for certain students.

Renelle Henson

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My beliefs about emotional regulation (how students should deal with frustration or anger, what I expect from them emotionally) influence how I respond to conflicts and teach social-emotional skills.

Renelle Henson

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Beliefs aren’t static — professional development, success stories, and seeing students grow can shift what I believe is possible.

Renelle Henson

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Being explicit about my beliefs (with myself, and sometimes sharing with students) helps me align what I want to do with what I actually do — and makes me more intentional as a teacher.

Renelle Henson

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Core views are important to teaching. I need to be willing to experiment with strategies that fit my style, but also be willing to examine if my style is being effective towards learning and cultivating a classroom that prioritizes my beliefs

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What I believe about student and their ability to learn dictates how I feel about their behavior. What I am looking for, I will find. Are these things I am looking for positive or negative? Does that change between students?

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Some barriers exist in teaching that get in the way of goals and teaching mantras. For example, teaching standard and standardized tests sometimes distracts from real educational opportunities, and we end up focusing on getting the score on the test. In history, that usually involves pacing and lengthy content standards

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Expectations are the cornerstone of teaching. If you have High expectations, students will be more likely to reach the high expectations. Sometimes, out of brevity, time crunches, laziness, or maybe even just simply not believing in students, we lower the bar. We have to be intentional in keeping that bar high.

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The energy you bring into the classroom is what you will get out. If you are bored with the content/lesson, then how can you expect students to be interested or motivated to be successful? We need to find ways to bring positive and enthusiastic energy into the classroom.

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We need to practice what we preach. If we value students collaborating, but have students in rows and do a lot of direct instruction, are we really implementing our beliefs? If we are existing with this cognitive dissonance, we are not providing the best version of a teaching environment, but also, not really valuing ourselves and the things that matter to you.

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We have mentioned reflection as a key attribute of teaching philosophy a few times now. We need to take notes and reflect on our practices, and then compare them to where we actually want to be and do.

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Peer collaboration is vital. Teaching is not a solo sport. We need to utilize the resources around us and work well with our colleagues. It is often hard to see the forest when we are in it. Solicit help and feedback from fellow teachers to improve practice.

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Relationships with students build trust and respect. If we do not treat students with value and respect, then they will never give us the buy-in necessary for learning. Things will be challenging; your mutual respect allows students to be more comfortable in improving

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Grading should also reflect your beliefs. We need to implement grading targets and strategies that value the things we value. I struggle with grading. I feel it has a sense of arbitrariness. I don't believe I give grades, but students earn them… But am I giving them space to prioritize growth over simple mastery?