The personal experiences I had as a student may shape by beliefs about teaching. Overall, I had very positive experience as a young student. I hope my students have positive school and classroom experiences.

My beliefs about teaching are personal and motivating. Because they are personal beliefs, they may be formed without evidence. As an educator, it is important to recognize this an examine my beliefs with data and evidence.

The article points out that "educators epistemological beliefs impact educators' understandings of what it means to teach and how teaching is best accomplished." This makes sense because I am likely to teach in a manner in which I believe will facilitate knowing and understanding new information. But, I need to consider data and evidence, not just personal beliefs.

The discussion about student behaviors based on lack of competency or an attempt to disrupt and derail class was intriguing and provides a great opportunity for self-reflection. Am I more caring towards a student that I am believe is struggling academically than a student that I perceive to just be acting out?

Am I sending mixed or conflicting message to my students? The article points out that educators use both explicit and implicit messages that can impact expectancy efforts.

I enjoyed the section about "student struggles as functional failures." This reminds we of my belief that when we "fail" we are learning. We learn when we have the courage to do hard things and push ourselves past our comfortable boundaries.