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Beliefs are rooted in personal experiences and drive our behavior unconsciously.

It is important to examine our beliefs as educators because it drives our instruction.

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Educators can have a variety of beliefs on the role of schools. Some educators might find themselves leaning more towards direct-instruction, the teacher is speaking and students are listening. However, others might find it beneficial to collaborate with students, acting more as a facilitator.

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Educators' beliefs about content dictate what and how they teach.

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Students who feel connected, competent, and respected by their teachers are more successful.

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When educators and students clash of a set of beliefs there may be negative instructional and interpersonal consequences.

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Every student needs to experience a positive relationship with their educators.

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Student performance is correlated with teachers perceptions/expectations on how well they will do in class.

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What we believe about students, content, and ourselves directly shapes how we teach. Even if we don’t say it out loud, it shows in our tone, choices, and reactions in the classroom.

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Most of us teach the way we were taught, whether we realize it or not. It’s important to pause and ask whether those habits are still effective or if we’re just repeating what feels familiar.

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Beliefs don’t always require evidence and can contradict it. We should step back and reflect on how our mindset affects our students.

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Teachers can hold conflicting beliefs and still function. Although contradictory, sometimes I catch myself valuing structure while still pushing for flexibility.

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Our beliefs about who our students are, and what they need, can either empower them or hold them back. If we expect less, we’ll often get less, even if that’s not our intention.

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Changing what you believe about teaching or students takes time, reflection, and sometimes failure, to see things differently.

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How I see myself as a teacher is tied to what I believe about education. Being honest about that is the first step toward doing better.