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In order for students to assume responsibility for learning, they must feel autonomous, competent and connected to their classmates and educators.

What I learned: It takes balance on various domains for effective student learning to take place.

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Educator beliefs about student ability can be manipulated so that educators believe some are more able than their peers and how these beliefs affect student actual achievement.

What I learned: How an educator views and speaks to a student about their capabilities highly affects their actual performance.

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"When educators expect students to perform (i.e., high or low), they behave in differential ways that bring about the expected performance," (5).

What I learn: Students will reach the potential you set for them. It is important for the counselor to consistently raise students' awareness of their potential and ensure teachers are promoting high potential for every student.

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Educators need to face beliefs in their entirety, evaluating beliefs that serve them, their content, their students and which do not.

What I learned: Educators need to be real with all of their feelings good and bad and know how to properly navigate through them for the benefit of their students.

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Dissonance challenges educators to face failures. Adaptive teaching calls for teachers to look at failures as functional failures to help teachers evaluate beliefs and modify teaching strategies.

What I learn: It can be hard for teachers to compromise their teaching beliefs and take student failure as a growth opportunity. This relates to counselors as well because if we "fail" in our intervention strategy that challenges us to alter our belief about what the student needs.

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"Educators' beliefs about the way students should behave at school may prevent them from recognizing and appropriately responding to student behavior that critiques marginalizing curriculum," (4)

What I take away: Educators actually cannot have a strict belief about behavior without having a comprehensive understanding of behavior. As a counselor, it is our job to respond to the why of behavior while considering the what.

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Educators with essentialist views of education are likely to believe that only certain kinds of knowledge are valid.

What I learned: Educators need to have an open mind in education because students are very diverse in their background, experiences and learning styles.

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Example 1: Educators who believe people like doctors, educators, and scientists are the only real sources of knowledge may structure their classroom in a transmissionist way with learning rooted in behaviorism.

Example: Educators who believe the self can be a good source of knowledge may structure their classroom more collaboratively with the belief that learning is best through shared dialogue.

What I learn:

Epistemological beliefs are the foundation for an educator's learning and teaching philosophy. It is interesting and eye-opening to see how these two differing beliefs contrast in the classroom, and it is something I never thought about. As it relates to counseling, we would have to check our epistemological beliefs as they relate to the student or situation since much of counseling practice is individualized.

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Beliefs that an educator may have about their own need to be in control may be in conflict with student needs.

What I learned: An educator cannot micromanage students and expect positive or improved outcomes from them. Educators must allow students to express themselves freely while gently guiding them through both challenging and positive interactions.

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Educators may weigh domains differently. When asked if they are good educators, they may respond based on a global perception that they are.

What I learned: All educators have different teaching methods and philosophies. Each may prioritize domains differently from one another.

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Teacher behaviors associated with expectancy effects are 1. Climate (warm and welcoming?) 2. Feedback (evaluative comments) 3. Input (trying to teach child), and 4. Output (opportunities to respond).

Key Takeaway: Educators will act differently in these domains based on their beliefs about student success. This is unfair to many students because, from a counseling standpoint, positive classroom management is rooted in creating a safe, inviting climate for all and maximizing opportunities to respond for engagement. To be an effective educator, it is best to remain unbiased.

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Educators may simultaneously hold beliefs that are inconsistent, in conflict and even contradictory and still see themselves as a teacher.

What I learned: Educators will not always handle situations the same as certain scenarios may trigger emotional responses. These responses show how an educator handles emotional intelligence abilities in their profession.

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"Educators' beliefs are a form of subjective reality: What they believe is real and true. Their beliefs guide their decision-making, behavior, and interactions with students

and, in turn, create an objective reality in the classroom, what students experience as real and true." (5)

What I take away: Educators need to realize the power in their belief system and its impact on the population they are educating. Their interactions and beliefs form the framework for what students will believe as real and true of teachers. How many people become teachers or resent education based on their interactions with teachers/counselors?

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"Beliefs, and their influence, tend to be unexamined by educators because many are implicit, unarticulated, or unconscious," (1).

What I learn: people do not examine their beliefs because it is a part of their identity. Challenging and examining your identity is often scary and requires the willingness to change which can be difficult.