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Teachers who engage in reflective practice continuously assess and adapt their teaching methods to better meet the needs of their students.

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Teachers often model their teaching styles on their own past educators, influenced by years of observing classroom practices as students.

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Teachers' beliefs about teaching are shaped by personal experiences, family traditions, social encounters, and professional development, forming a comprehensive framework for their educational approach.

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Teachers often have hidden beliefs they haven't thought about much, but these still affect how they teach and interact with students.

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Teachers' beliefs about what students need—like feeling capable and connected—shape how they run their classrooms.

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What teachers believe about their own skills influences how well they teach and handle classroom problems.

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Teachers' expectations for their students can greatly influence student performance, with higher expectations often leading to better outcomes.

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Educators beliefs are so important because they shape how they behave in the workplace, but this can be difficult due to the abundance of multidimensional beliefs that exist.

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Teachers who have strong beliefs about needing to be in control may have more conflict with their students needs. Trying to fight for control in the classroom has proven not to be successful in meeting the needs of students.

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The belief that students and teachers need to have strong connections in order for students to have success in the classroom is conflicted by some literature. The literature explains that it depends on the student, whether or not building strong connections with the students depends on what students the teacher is interacting with. 

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Self-fulfilling prophecies about incoming students, specifically surrounding student performance, happen in two different ways: climate and input. Climate refers to the atmosphere and interactions that the teacher has with a particular student, and input refers to the amount of effort that the teacher uses to teach the student material.

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The beliefs of a teacher impact all aspects of their classroom, meaning that their beliefs are somewhat true. The impact the curriculum decisions, interactions, instruction, etc.

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The stronger a teacher's beliefs are connected to their sense of self, the less likely they are to adapt those beliefs. If belief change is to happen, there are four things that need to be considered. 1. bringing past beliefs to consciousness 2. creating a space for past beliefs to break down 3. Seeing the change as an exciting challenge, not a bad change and 4. allowing time for reflection and reconfiguration of new and old beliefs.

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Educators who refuse to embrace change and have new outlooks on life and beliefs, risk having a negative impact on their students and their classroom.