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The article explains that educator beliefs originate from their own personal experiences- as students themselves, from family traditions, values, social encounters, etc. Therefore, their beliefs form part of their identities and are understood to affect their beliefs regarding the role of education. These beliefs may impact the way they value fundamental criteria and knowledge in the classroom, and how they perceive student behaviors and/or potential. As a future counselor, I intend to build a relationship with the educators in my school by taking the time to understand their experiences and beliefs. By understanding their personal and educational beliefs I can best assist them in preventing unanticipated consequences in the classroom, in marginalizing students, misinterpreting their motives, or limiting their potential inside and outside the classroom.

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The article mentions the need for students to develop a close relationship with their educators in order to achieve autonomy, competency, and self-determination. In this sense, a close relationship with their educators is fundamental to them assuming responsibility for their own learning. Therefore, it is essential that educators reduce their need for control to prevent conflicts that result in negative instructional and interpersonal consequences. As a future counselor, I need to be prepared to assist teachers in building connections with their students by taking the time to listen to student needs, motives, and values. By becoming a dependable and trustworthy figure to my students I will be able to gain a deeper understanding of their behavior and deliberate with their teacher' on how to best meet their needs.

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As a college counselor, understanding that many beliefs we hold about counseling originate from our personal experiences is vital. These beliefs are shaped by a number of things including our own time as students, family traditions, social encounters, community participation, popular culture, teacher preparation, and professional development.

This concept helps me understand my own unique perspectives and counseling styles that I may bring to the table. This insight allows me to better support students by acknowledging the my own biases and limits while also advocating for an environment that respects and incorporates their diverse experiences and values. Furthermore, it helps in broadening my own beliefs to create more inclusive counseling techniques and conversations.

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When it comes to the purpose of schooling at large, educators and counselors share a very diverse range of beliefs that impact the way they support students. Some view schools as institutions where students acquire the knowledge to be productive in society. Others see things from a timeline perspective where they focus on encouraging lifelong learning, or enhancing student individuality.

By recognizing how different these perspectives can be, it enables me to guide students more effectively, helping them navigate their educational paths and align their goals with the support they receive. I feel like it would also help my advocacy for a holistic educational approach that encompasses both societal needs and individual growth.

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Many of us carry unconscious beliefs about the students themselves. As a college counselor, recognizing this can significantly influence my practice. These beliefs shape how I interact with, support, and challenge these students. For instance, positive beliefs can lead to more compassionate guidance, while negative beliefs can limit students' opportunities and growth.

Understanding this concept allows me to model and advocate for a school culture that fosters positive beliefs about all students, ensuring they receive the encouragement and resources they need to succeed.

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There are overarching global beliefs that influence our local beliefs about the type of content, students, and self-perception we have. This has a huge impact on my work as a college counselor. My beliefs about academic content shape my counseling practices, including the concepts that I choose to emphasize, what material I present, and how I present it.

The main thing that stands out to me a a plus to recognizing this is that it helps me to better understand the context in which students are learning and to identify any potential biases or gaps in that could affect their success. In order for all students to feel able to achieve their full potential, this is so important for me to understand.

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When we as counselors and educators hold high expectations of students, we also provide more support, encouragement, and challenging opportunities, which can help students reach their potential. On the flip side of this, low expectations can lead to less support and lower achievement.

Therefore, I aim to have positive, high expectations for all students, ensuring they receive the encouragement and resources needed to succeed. This awareness can also guide my sessions and interactions with students helping them to feel capable and motivated to achieve their goals. Having someone who believes in you is life-changing!

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Additionally, educator's beliefs may result in expectancy beliefs regarding student ability. Educators may perceive some students to be more capable than others and will begin to behave in ways that reflect this belief to bring about a certain performance. In the end, these expectancy beliefs have the power of impacting student's overall achievement and even limiting their growth/learning. This insight suggests to me that as a future counselor I need to prioritize treating all of my students equally. I must not judge my students based off external factors such as appearance, behavior, or family context. It is essential that I believe in all of my students the same by providing them with the resources and opportunities that I believe will best help them succeed.

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Educator beliefs can have a great impact on student experiences as they can influence their plans for the future and their curricular decisions. Oftentimes, educators may not even realize that their beliefs are at odds with their social realities and will therefore, assume an understanding of another's decision-making. Their failure to recognize an incongruence between their beliefs and the needs of their students may lead educators to interpret ambiguous situations incorrectly. In other words, educators will limit their ability to understand their students and their needs when only perceiving situations through their lens and remaining consistent to their own personal beliefs. In this sense, as a future counselor it is fundamental that I am mindful of my beliefs and how they are or are not useful to my students and their families. I must be willing to understand which of my own beliefs drive my behaviors so that I provide the best guidance. Additionally, I must be able to put myself in my student's shoes to be able to understand their beliefs and behaviors.

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The article reveals that educators may be very intimately tied with their beliefs and may thus, be opposed to receiving new information or constructive criticism. Additionally, because educators may be so closely tied to their personal beliefs, they may disregard their own failures and continue to remain consistent with their behaviors. This inability to self-reflect is a missed opportunity to understand our students and their struggles. Therefore, making mistakes as an educator can help us improve our student's learning achievements. As a future counselor, I must be prepared to make mistakes and be able to identify them as an opportunity for personal growth. I must be open-minded when receiving new information and knowledge in order to best serve our students and make a positive impact.