# data[].attributes.headline
1. I must constantly reflect on my personal beliefs about student potential.

# data[].attributes.subject
1. I must constantly reflect on my personal beliefs about student potential.

# data[].attributes.body
If I believe certain students are more “college material” than others based on bias or prior experiences, I may unintentionally discourage others. Awareness is key.

# data[].attributes.headline
2. I will need to examine and challenge my own educational assumptions.

# data[].attributes.subject
2. I will need to examine and challenge my own educational assumptions.

# data[].attributes.body
For example, I may assume traditional four-year college is best for everyone. In reality, some students might thrive through vocational programs, community college, or gap years.

# data[].attributes.headline
3. I will strive to recognize and affirm each student’s individual knowledge and lived experiences.

# data[].attributes.subject
3. I will strive to recognize and affirm each student’s individual knowledge and lived experiences.

# data[].attributes.body
Like teachers who value multiple sources of knowledge, I must respect students’ backgrounds and cultural perspectives when advising them.

# data[].attributes.headline
5. I will approach challenging students with empathy, not judgment.

# data[].attributes.subject
5. I will approach challenging students with empathy, not judgment.

# data[].attributes.body
Understanding that behavior might stem from past educational trauma or curriculum irrelevance will help me respond with support, not assumptions.

# data[].attributes.headline
5. I’ll use feedback as a tool to encourage and NOT limit growth.

# data[].attributes.subject
5. I’ll use feedback as a tool to encourage and NOT limit growth.

# data[].attributes.body
Inspired by Rosenthal’s expectancy research, I’ll be mindful of how my language and tone (climate, input, feedback, and output) influence students' confidence and outcomes.

# data[].attributes.headline
6. I must remain open to evolving my beliefs through student feedback and changing contexts.

# data[].attributes.subject
6. I must remain open to evolving my beliefs through student feedback and changing contexts.

# data[].attributes.body
Just as educators are urged to adapt, I will welcome student insight, community needs, and new research to evolve my approach.

# data[].attributes.headline
7. My role includes cultivating students’ autonomy, voice, and self-efficacy.

# data[].attributes.subject
7. My role includes cultivating students’ autonomy, voice, and self-efficacy.

# data[].attributes.body
Rather than prescribing a narrow path, I will create opportunities for students to explore, ask questions, and discover their own strengths and aspirations.

# data[].attributes.headline
1. As a future school counselor I would want to get to know my students and I know that each student is different. Therefore, I will try to give them helpful advice so they can feel comfortable with me and understand their individual needs.

# data[].attributes.subject
1. As a future school counselor I would want to get to know my students and I know that each student is different. Therefore, I will try to give them helpful advice so they can feel comfortable with me and understand their individual needs.

# data[].attributes.body
Robert Pianta argues that all students need to experience close relationships with their educators. However, the literature (see Davis, 2003) suggests that educators may regard this need as varying with students' development or social group.

# data[].attributes.headline
2. I want make sure to create a safe and welcoming environment for student's to grow in. 

# data[].attributes.subject
2. I want make sure to create a safe and welcoming environment for student's to grow in. 

# data[].attributes.body
(1) climate—is the teacher warm and encouraging to the pupil? (2) feedback—does the teacher offer evaluative comments on the pupil's ongoing performance? (3) input— how much does the teacher try to teach the child? (4) output—how many opportunities does the teacher give the child to respond?” (Hall et al., 2001, p. 163).

# data[].attributes.headline
3. I want my future students to know they can fail but learn through it (also help guide them through it).

# data[].attributes.subject
3. I want my future students to know they can fail but learn through it (also help guide them through it).

# data[].attributes.body
According to Michelle Gregoire Gill, is helping educators learn to interpret failure (or educational reform) as a challenge and an opportunity for growth rather than as a threat.

# data[].attributes.headline
4. I will encourage my students to reaching their fullest potential by giving them my time and efforts to their needs. In doing so I will create different appointments for their individual plan to success. 

# data[].attributes.subject
4. I will encourage my students to reaching their fullest potential by giving them my time and efforts to their needs. In doing so I will create different appointments for their individual plan to success. 

# data[].attributes.body
Building in the time and providing educators with the tools necessary to engage in productive reflection (Davis, 2006). 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 and 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 dichotomous thinking, educators should be encouraged to integrate what may feel like competing tensions and create space for new solutions.

# data[].attributes.headline
5. I must not put my own beliefs onto my students. It can be contradicting for them and it can create conflict.

# data[].attributes.subject
5. I must not put my own beliefs onto my students. It can be contradicting for them and it can create conflict.

# data[].attributes.body
These beliefs inform the concepts educators emphasize, the way they order and organize material, the student understandings and misunderstandings they anticipate, and their instructional and assessment decisions.

# data[].attributes.headline
6. I will let students' voices to be heard and not be disregard. I will always try to work as a team rather than take situations in my own hands with no true understandings.

# data[].attributes.subject
6. I will let students' voices to be heard and not be disregard. I will always try to work as a team rather than take situations in my own hands with no true understandings.

# data[].attributes.body
Educators need to dig deeper to try to uncover the beliefs, the personal tenets that drive their own, their colleagues', and their students' behavior.

# data[].attributes.headline
7. I will not allow for discrimination or make my students feel like they are not seen by me or others I work with to be that way to students. I will report it. 

# data[].attributes.subject
7. I will not allow for discrimination or make my students feel like they are not seen by me or others I work with to be that way to students. I will report it. 

# data[].attributes.body
Irvine introduced the concept of cultural synchronization to describe how educators' beliefs about certain student groups may be in conflict with the actual
motives, values, and needs of those students. Clashes between educators' and
students' beliefs may have negative instructional and interpersonal consequences