Page 223 - Resources and Support for the Online Educator

Chapter 4: Your Assumptions and Beliefs

Pause and Reflect

Do you see the gorilla?

∙ How has your understanding of the average student
influenced your teaching practice?
∙ How has your role as a general education or special education
teacher shaped your teaching practice?
∙ Is it possible to reach and teach every student given the vast
diversity of learners in our classroom?
∙ What does it mean to have a disability? Who should support
students with disabilities or other learning differences?
∙ What role does technology play in your life? What role does
technology play in your classroom?
∙ Who currently succeeds in your classroom and why? Did you
succeed in the education system? Why or why not?
∙ What is your role as a teacher? What is the role of a student?
What is the goal of learning?

Exploring Your Assumptions and Beliefs

Your assumptions and beliefs are like the clothes in your closet. Some fit
perfectly. Some don’t fit anymore, but still you hang on to them in case
they fit again (they usually don’t). Some are old, worn-out favorites that
may be worth keeping. Can they be updated and repaired, or should they
be replaced with something more up-to-date? Some might be trendy.
Even if these seem to fit, do they stand up to everyday wear? Will they be
replaced when the next trend comes along, or does this trend have its roots
in solid design?

Just like performing a seasonal closet clear-out, regularly bring your
assumptions and beliefs about learners and learning out into the light
and examine them closely (Figure 4.1). Try them on. Be critical. Consider
getting a new perspective from your trusted peers during this process,
especially those with a critical eye and unflinching honesty!

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