Page 235 - Resources and Support for the Online Educator

Chapter 4: Your Assumptions and Beliefs

Pause and Reflect

As Margaret Wheatley wrote, “I’ve found that I can only change how I act if I stay aware of my
beliefs and assumptions. Thoughts always reveal themselves in behavior. As humans, we
often contradict ourselves—we say one thing and do another. We state who we are, but then
act contrary to that. We say we’re open-minded, but then judge someone for their appear-
ance. We say we’re a team, but then gossip about a colleague” (2010, p. 22).

To help you stay aware of how your beliefs and assumptions reveal themselves and affect
your students, take a moment to complete the chart in Figure 4.4. You can add your own
assumptions, as well, to personalize it. Consider using it with other educators formally or
informally to begin the messy work of examining assumptions and beliefs. You might also
want to create a similar chart for your district.

Assumption/Belief Action Reality
(What I say) (What do I do) (What others experience)

Treat all students fairly

Give students ownership
of their learning

Include summative
assessment practice

Create a safe, welcoming
classroom

Figure 4.4 Chart your assumptions, actions, and impact to help begin sustainable change.

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