Running Head: THIS I BELIEVE
This I Believe
Amy L. DeMarco
Appalachian State University
THIS I BELIEVE
2
This I Believe
For as long as I can remember, I have always wanted to become a teacher. My third grade
teacher told my mother that I could take over the classroom if the teacher let me. My favorite
after school activity was playing school. My basement was set up and decorated like a
classroom. I grew up surrounded by education because of my sister Allison, who has Down's
syndrome. While my parents were not teachers, they, along with several other families,
revolutionized special education in the State of Connecticut. Their efforts forced school districts
to mainstream special needs kids like my sister into the regular classroom rather than isolating
them. That revolution eventually spread to all 50 states. Though inclusion may be a more
difficult model for me as a teacher, it will benefit my special education students. My parents are
my education heroes. They are the reason why I do not merely want to impart knowledge upon
my students, but I want to give my students tools for life beyond the classroom.
Education and the Role of the Middle School
School is an important and valuable social institution. Society tasks schools with the
mission of educating children and making them into informed citizens. Middle schools role is to
bridge the gap between elementary and high school (Smith & McEwin, 2011). According to
Piaget, pre-adolescence is the time when children move from the concrete operational stage to
the formal operational stage (Piaget, 1950, 2001). In other words, early adolescents begin to
think about abstract concepts such as the future. It is the job of the middle school to show
adolescents how to think about abstract concepts and relate those concepts to their lives. I believe
that the quest for becoming data driven has caused educators to lose sight of the true purpose
for education to the detriment of the students; therefore, I will strive to be responsive to the
whole child in everything I do in the classroom. Like Bergmann (as cited in Smith & McEwin,
THIS I BELIEVE
2011), I believe that the purpose of education is to prepare the next generation for life inside and
outside the classroom. We are teaching those who will care for us in our old age (Smith &
McEwin, 2011). For example, critical thinking is as important when studying history as it is
when deciding which nursing home is best for a loved one. Therefore, I will teach my students
life skills and social skills along with study skills and content area skills.
In 1979, Anyon studied the effects of socio-economic status on teacher and student
attitudes toward learning at five elementary schools in New Jersey (Anyon, 1980; Anyon, 1981).
I will use the cautionary tales of that study to avoid teaching like the working class and middle
class schools she studied. The teachers in these schools were indifferent and did not have any
passion for teaching or compassion for their students (Anyon, 1980; Anyon, 1981). I have
learned from my Praxis Project interview with April Spencer of Western Region Educational
Service Alliance (WRESA) that I should strive to be fair and objective and refrain from making
assumptions; therefore, I will do so. For example, if I think that a student may be struggling
because he or she is going through situational poverty and is in survival mode, I may speak to
that student in private and ask what is going on. Depending on the childs answer, I may refer
that student to other services or adjust assignment requirements (Spencer, 2015).
Curriculum and Instruction
I believe that students are more than their test scores; therefore, I will use varied forms of
assessment that show me what my students have learned (i.e. exit tickets, portfolios, and
summative projects). Like Lessler (as cited in Kelleher, 2014), I believe that high standards are
not simply for the gifted or honors students (Kelleher, 2014). Students play a big role in their
education. There is a personal responsibility component to education. I can teach the lesson, but I
THIS I BELIEVE
cannot make my students learn the content or turn in an assignment. As Lipsitz stated in Smith &
McEwin (2011), Some kids are always going to fail (Smith & McEwin, 2011, p. 273). All I
can do is encourage my students to complete their work and give them every opportunity (i.e.
extra help, scaffolding, re-teaching, differentiated assignment/instruction, etc.) to learn, but it is
ultimately up to the students. I believe that all children are different and learn in different ways
and at their own pace; therefore, at the beginning of each year I will assess their learning styles
and background knowledge and plan my lessons accordingly.
Like Alexander, I believe that middle school curriculum should be developmentally
responsive and exploratory (Alexander, 1963). Like Grodsky, Warren, and Felt (2008), I believe
that the curriculum should also endeavor to give students plenty of opportunity to learn (OTL),
so that they are set up for academic success beyond middle school (Grodsky, Warren & Felt,
2008). To this end, I want my students to play a role in shaping the curriculum. As mentioned
previously, I plan to give my students a pre-test at the beginning of the school year to discover
their background knowledge and to see where the gaps are. I will use this information to plan my
lessons. If most students already have sufficient knowledge in a topic, then I may give them a
choice of either a review or an in-depth study on an aspect of that topic about which they want to
learn more. For example, if my eighth graders have a solid background knowledge of the Civil
War, I may give them a choice of a review or an in-depth study of Zebulon Vances term as Civil
War governor. This study may also include a field trip to the Vance birthplace and museum.
I believe that reading, writing, and critical/analytical thinking are essential skills needed
not just in history class, but in all classes at all levels and in life. These skills are also essential to
passing high stakes tests. Therefore, I will incorporate them into all of my lessons. I also believe
that discussion is important. Teaching and learning should be a conversation between the teacher
THIS I BELIEVE
and the students and also a conversation between students. I believe that differentiated
instruction is possible if the teacher designs the assignments properly. One method of
differentiation I have borrowed from my own middle school years is the menu or choice board
method. Choice boards can be made in several configurations, but I prefer the Tic-Tac-Toe
menu. I make a menu of about nine assignment choices arranged like a Tic-Tac-Toe board. I
make one assignment mandatory, usually located in the center of the board. The assignment may
be a writing assignment or a cumulative project. Then, the students may choose two or three
other assignments of their choice to complete. I may differentiate assignment choices by Bloom
or Webb category and/or by learning style. I think that this is an effective strategy because it
provides structured choices and ensures that students will learn what they need to learn.
Furthermore, it gives students some control and autonomy over their learning, which gives them
a sense of ownership. They are also more likely to complete assignments and to turn in quality
work.
Cultivating Positive Relationships
I believe that respect is a two-way street. One must give respect to get respect in return. I
will respect my students, so they will in turn respect me. As Wong and Wong suggest in The
First Days of School (2009), I will use policies and procedures to create a consistent environment
conducive to learning.
I believe it is important to involve parents because they need to know what their children
are learning at school. I value transparency and will make sure my actions are transparent.
Additionally, I want to build a relationship with parents based on trust so that we can work
together to ensure student success. According to Wong and Wong (2009), it is important to
THIS I BELIEVE
communicate to parents even before the first day of school begins (Wong & Wong, 2009). I will
reach out to all families prior to the beginning of the school year via newsletter. I will continue to
send out newsletters throughout the year. I will collect parents e-mail addresses and send them
an electronic newsletter, as well as a printed one via regular mail. These newsletters will inform
parents of what we are learning, upcoming due dates, information on how they can help their
children, links to the class website and other school and community websites. I will also
maintain a class website that will contain my contact information, a syllabus or course overview,
a synopsis of what we are studying currently, and copies of all handouts and assignments. This
website will be a means to show parents what materials I use and for make-up work.
Conclusion
I have a passion for teaching. Teaching is not just a job or career for me; it is my calling.
My beliefs shape who I am as a person and as a teacher. I want to be an educator who involves
the community in the classroom. I am passionate about history and I believe that history is more
than just a collection of facts and dates, but a story. My goal is to make that story come alive
and to make it relevant to the lives of my students. My immersion in all things education started
when I was a little girl. I want to move from the pretend classroom into the real classroom.
THIS I BELIEVE
7
References
Alexander, W. M. (1963). The junior high school: A changing view. Tenth Annual Conference
for School Administrators: A National Conference on the Junior High School, July, 1963,
(pp. 1-7). Ithaca, New York.
Anyon, J. M. (1981). Social class and school knowledge. Curriculum Inquiry , 11 (1), 3-42.
Anyon, J. M. (1980). Social class and the hidden curriculum of work. Journal of Education , 162
(1), 67-92.
Grodsky, E., Warren, J. R., & Felts, E. (2008). Testing and social stratification in American
education. Annual Review of Sociology , 34, 385-404.
North Carolina Department of Public Instruction. (2008, August). North Carolina teacher
evaluation process. Retrieved October 24, 2015, from NCPublicSchools.org:
http://www.ncpublicschools.org/docs/effectiveness-model/ncees/teachers/formreadyteacher-eval.pdf
Piaget, J. (1950, 2001). The psychology of intelligence (Kindle e-Book ed.). New York:
Routledge.
Smith, T. W., & McEwin, C. K. (Eds.). (2011). The legacy of middle school leaders in their own
words (Vol. 1). Charlotte, North Carolina: Information Age Publishing, Inc.
Spencer, A. (2015, October 22). Praxis Project Interview. (A. L. DeMarco, Interviewer)
Wong, H. K., & Wong, R. T. (2009). The first days of school: How to be an effective teacher
(Kindle e-Book ed.). Mountain View: Harry K. Wong Publications, Inc.
