Everyone has beliefs of one kind or another. Many are positive, some are negative. Beliefs about job choices can help inspire or be setups for disappointment. Incorrect beliefs about teaching are pervasive. Parents have them, students have them, but most seriously teachers have them.
What's the Problem with Teachers' Belief?
Belief as it is applied here refers to ideas about teaching that have little or no basis in fact. In dealing with students, fact-based practices in instruction and student management are crucial. Teachers’ beliefs about students are often based on personal experiences with society in general, rather than training in education, psychology, and sociology. Teachers’ experiences as students reinforce beliefs often to the extent that formal education about best practice may be ignored if students become teachers.
For example, there is little evidence that screaming and verbally abusing misbehaving students has a permanent positive effect, but students who witness teachers involved in such behavior may acquire the belief that it is appropriate and use similarly punitive and unpleasant methods when they become teachers. Twelve years of exposure to occasional bad teaching is hard to overcome. Beliefs are customarily difficult to change.
Examples of Destructive Beliefs Teachers have about Students and Teaching
The following examples are not intended as an all-inclusive list of damaging beliefs, but are representative of some teacher attitudes that impede good teaching.
- Students need to learn lots of facts.
- Don’t be friendly to students for the first week of school.
- Zeroes given for late work makes students more reliable by motivating them to work harder.
- Tangible rewards should be given for good student behavior.
- Children should be seen and not heard.
- Homework teaches responsibility.
- Good teachers have quiet classes.
- Old methods of discipline and teaching are best.
Overcoming the Negative Effects of Bad Teacher Beliefs
Principals should recognize and use their roles as instructional leaders. They should be on the lookout for evidence of teacher beliefs that can negatively affect instruction. Controversial issues should not be avoided but should be discussed in proper forums — faculty meetings, team meetings, or individually in private.
Positive beliefs that are generally accepted and often repeated should be clearly and frequently repeated by school leaders. Among those beliefs are:
- All students can learn.
- Students should be encouraged to find solutions to problems on their own.
- Students need to learn how, when, and where to find and verify information.
- A teacher’s role is largely about coaching.
- Teachers should be open-minded and capable of adapting.
- Children should be encouraged to express themselves.
- Teachers should be comfortable with their own fallibility
- Teacher should be members of learning communities.
The last belief from this list is from the NBPTS Core Propositions and stresses the importance of teachers as professionals who are capable of contributing to overall school improvement. This requires that teachers commit to learning new things, sharing knowledge with peers, and evaluating various programmatic changes.
Failure to Resolve Inaccurate and Negative Beliefs can Harms Students and Teachers
Belief systems can be highly internalized and drive behavior. They may include how teachers perceive themselves, and if they are pessimistic, professional prowess and emotional health can be affected.
Teaching is inherently difficult and challenging. It is not for those who are lacking in confidence.
When beliefs confront stark reality in the classroom the result can be traumatic. According to the National Commission on Teaching and America’s Future, 46% of teachers leave the profession after five years. While many reasons are stated, there can be no doubt that many teachers decide that teaching does not fit their former perceptions or that they are simply not proficient as teachers.
Helping Teachers Change
For teachers tough enough to hold on, classroom experience may be the beginning of change if their professional colleagues can serve as a support system. Failure can serve as a learning experience if teachers can honestly evaluate their beliefs.
That the principal appoint seasoned, expert mentors can save teaching careers. Mentors should be trustworthy with positive, supportive attitudes. Principals should have confidence that mentors’ belief systems agree with contemporary best practices.
Finally, principals should repeatedly reinforce best practice through posters, links to articles, in teachers’ meetings, and whatever means are available.
Teachers’ beliefs about students, learning, and teaching can be damaging if they negate the effects of teachers’ education. Beliefs can be formed before teachers become teachers and may resist the appeals of reason. Incorrect beliefs are responsible for many teachers leaving the profession. Principals must recognize the problem of belief systems and make every effort to help teachers get in touch with best practices in education.
Sources
Teachers’ Beliefs and Teaching Beliefs, Clearinghouse on Early Education and Parenting (Accessed: December 7, 2011)
Teaching Practices, Teachers’ Beliefs and Attitudes, Organization for Economic Co-operation and Development Development (Accessed: December 7, 2011)
Harvey Craft - I am a retired educator with diverse experience. I read anything science, education, and history. I write to share what I learn.
