Personal experiences provide a starting point as we emulate our teachers, but as we acquire professional training, our beliefs and practices are increasingly shaped by academic literature and research-based methods.

Education opens the door for people to learn to make the most of their lives through the knowledge they gain.

We need to look at the man in the mirror and make a change.

When we come to convince ourselves that all our students can learn, we will experience that teaching was what we were born to do.

We need to know our why. Why do we teach? How do we see our students? Do we believe that they can all learn? Do we think that we need to project that we know it all?

We need to believe that all our students can learn. Otherwise, we may end up harming them more than helping them.

We need to use our Professional development days to reflect on our teaching practice. We need to create a reflective culture that allows us to understand that it is ok for us not to know everything, and to see that we can learn from our mistakes.

The learning beliefs and beliefs of knowledge among educators determine their teaching practices, including their daily classroom management and interaction with learners. These convictions dictate the use of direct instructions or the learning by inquiry methods by educators.

The Epistemological Beliefs motivate teachers in their perceptions about knowledge and learning process. These assumptions may be broad raining, ranging from seeing knowledge as being fixed to knowledge being constructed by students in an active way.

Those teachers who are inclined to the significant authority would most likely rely on direct instructions and uphold a high level of control over classroom performance. It is contrast to what occurs among educators who put more focus on student autonomy and those who use more cooperative student centered practices in teaching.

The assumptions that teachers make concerning the needs of students and the capability of students to build relationships have great implications on the relationship that students and the teacher have. The teachers who consider establishing strong relationships an important issue are likely to create a more supportive and inclusive classroom setting.

By having essentialism beliefs, educators may become focused on developing a fixed body of knowledge that the students will master. On the other hand, constructivist teachers tend to encourage students to learn and develop their knowledge of concepts critically in terms of thoughts and problem solving.

The reflective practices enables that educators to critically analyze and justify their beliefs with research oriented and effective teaching methods. Reflective participation enables educational practitioners to overcome their biases and exhibit enhanced teaching skills by recognizing and dealing with them.

The inability to analyze personal beliefs may lead to non deliberate perpetuation of poor teaching habits. The teachers who critically inquire and trouble their world views on a regular basis have higher change of designing classrooms that are inclusive, diverse, and conductive to learning by all students.