Classroom Q&A

With larry ferlazzo.

In this EdWeek blog, an experiment in knowledge-gathering, Ferlazzo will address readers’ questions on classroom management, ELL instruction, lesson planning, and other issues facing teachers. Send your questions to [email protected]. Read more from this blog.

Teacher Expectations Play a Big Role in the Classroom. Here’s How

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(This is the first post in a two-part series.)

The new question of the week is:

What is the role of teacher expectations in instruction?

I’m not sure that we talk enough about the importance of teacher expectations in the classroom and hope that this two-part series might spark some conversation.

You might also be interested in The Best Resources for Learning About the Importance of Teacher Expectations .

Today, Nancy Frey, Ph.D., Douglas Fisher, Ph.D., and Whitney Emke share their responses.

Expectations Are “Everything”

Nancy Frey, Ph.D., is a professor in educational leadership at San Diego State and a teacher leader at Health Sciences High and Middle College. Her published titles include Visible Learning in Literacy , T his Is Balanced Literacy , Removing Labels , and Rebound .

Douglas Fisher, Ph.D., is a professor of educational leadership at San Diego State University and a teacher leader at Health Sciences High. He has published numerous articles on teaching and learning as well as books such as The Teacher Clarity Playbook , PLC+ , Visible Learning for Literacy , Comprehension: The Skill, Will, and Thrill of Reading , How Tutoring Works , and most recently, How Learning Works :

In a word, everything .

The evidence of the impact of teacher expectations on student learning is both broad and deep. Hattie analyzed 613 studies on teacher expectations as part of the Visible Learning database and found that student achievement tracks closely with teacher expectations . In some cases, race, ethnicity, language proficiency, disability, gender, even appearance can subconsciously influence the expectations of a child. In other words, the evidence is you get what you expect .

Expectations telegraph to students what the teacher believes they can and cannot accomplish. Many of these come in the form of actions, not words. Assignments are a stellar example of this. Educators rarely assign tasks to students that they do not believe most can successfully complete as a result of teaching. Education Trust explored this phenomenon in a series of Equity in Motion reports . They analyzed thousands of assignments in English/language arts and mathematics in the spring of the school year. The researchers found that a startling percentage of tasks were below grade level, focused on basic recall rather than analysis, and held a low cognitive demand. TNTP (formerly The New Teacher Project) further documented the long-term trajectory of low expectations over multiple school years, noting that some students fall further behind with each passing year and never catch up .

In no way do we believe that caring educators intentionally lower expectations. So how might we interrupt the damage that low expectations causes? We turn to the work of Australian educator Christine Rubie-Davies, who has researched how high-expectations teaching is manifested in daily practice.

  • Communicate high expectations through your planning. Develop tasks that require students to engage in analysis and reasoning, not just simple recall of facts. Revisit tasks assigned in units to see if they align to the content standards and identify the high-level goals they should be working toward. Ways to increase the cognitive demand of tasks include asking open, rather than closed questions, withholding some information in tasks such that students must work together to locate additional resources, and requiring them to link new knowledge to existing skills and prior concepts.
  • Group students carefully. Use mixed-ability groups that encourage students to work together to accomplish tasks. Use differentiation as it was meant to be used: The learning is held constant, while the pathways to get there may differ. Ability grouping widens, rather than narrows, learning differences, because it makes it easier to change the learning expectations among groups. And don’t forget to change mixed-ability groups every few weeks so that students profit from learning alongside each of their classmates.
  • Set goals with students and assist them in monitoring their progress. Too often, students have vague and distant goals (passing Algebra 1; making their family proud) with little sense of the actions and incremental steps needed to get there. Meet with students regularly to set goals that are measurable, attainable, and progress toward long-term outcomes. Then ensure that students can regularly gauge their progress. For instance, make sure each lesson includes learning intentions, relevance, and success criteria and then pose them again near the end of the lesson. One frame is, “ Today we’re learning [learning intention] so that [statement of relevance.] You’ll know you’ve learned it when [success criteria.] ” At the end of the lesson, pose these as questions for students to answer with partners, as an exit slip, or on a Google form: “What did you learn today? Why is that important? How did you know you learned it? What do you need to be more confident in your learning?” Student responses to these questions are invaluable to the teacher, who can better calibrate their teaching, provide just-in-time supports to less confident learners, and make decisions about moving forward in the unit.

The good news is that students rise to the expectations we hold for them. Let’s ensure that our actions pair with the words of encouragement we provide.

thegoodnews

Austin’s Butterfly

Whitney Emke is a former special educator and behavior interventionist who specialized in working with students diagnosed with emotional and behavioral disorders and autism spectrum disorders. She is the associate director of communications for EL Education :

Austin, a 1st grader in Boise, Idaho, was once tasked with creating a scientific illustration of a western tiger swallowtail.

butterflyone

Not just a drawing or a picture , but an accurate, colored scientific illustration of the butterfly that could be used for identification.

His first draft was fine—it certainly looked like a butterfly:

butterflytwo

But when Austin asked his classmates if they could use this picture to identify a western tiger swallowtail accurately, they weren’t so sure.

At a critique group facilitated by their teacher, Austin’s 5- and 6-year-old peers gathered in a circle on their classroom’s carpet to look closely at his butterfly alongside the picture he based the drawing on. They offered him Kind, Specific, and Helpful feedback . They said, “Make the wing shape more pointy,” “more triangular,” and “less round.” They also suggested he include the swallowtails—the extensions to the wing at the bottom.

Austin took the feedback seriously and revised his work. His second draft was better:

butterflythree

Often, teachers allow students to stop here. After all, the student completed the assignment and revised it based on a round of peer feedback—this is an impressive feat.

But Austin’s teacher had even higher expectations for these students; Austin and his classmates engaged in three additional rounds of feedback and revision. Each time, the butterfly improved even more, becoming closer and closer to a true scientific illustration before, at last, Austin’s butterfly emerged from its cocoon as an inspirational model of the impact that high teacher expectations can have on the quality of student work when coupled with rigorous peer critique and revision procedures:

butterflyfour

Artwork by Austin, a former 1st grade student at Anser Charter School in Boise, Idaho

Twenty years after Austin created this original butterfly in 2002, the message behind his story continues to resonate with teachers and educational leaders across the country; in order for students to achieve more than they think possible, educators must first ourselves believe in students’ ability to achieve more than we think possible.

In Austin’s case, this deep belief in student achievement was coupled with clear, concise guidelines for success, which ultimately led to deeper, more equitable outcomes for all students in the classroom. His teacher leveraged practices like a high-quality student-work protocol ; the teacher began by choosing a highly complex, rigorous task for students—one that might be expected of a professional scientist even though Austin and his peers were just 1st graders—because they understood that in order for students to strengthen their intellectual muscles, the tasks we ask them to complete must stretch them cognitively.

From there, the teacher ensured that all students understood the expectations of the assignment and could internalize and implement the feedback they received from one another. At the end of the protocol, Austin and his classmates had created a body of evidence their school could use for years to come as a reflection tool on how student work has changed and improved over time in their building.

When educators set a high bar for student achievement, provide students with the right structures and support to meet that bar, and genuinely believe their students will meet it, all students can achieve equitable outcomes.

Challenges like Austin’s butterfly don’t need to be one-off activities, either. High expectations can and should be built in at the curricular level because we know that the expectations school leaders set in their buildings ultimately influence the expectations teachers set in their classrooms. Students deserve to be assigned complex texts—at or above grade level—and be regularly engaged in tasks that both stretch their abilities and grow their confidence.

In the fall of 2016, Hollis Innovation Academy in Atlanta, opened its doors for the very first time to welcome a set of students who almost exclusively came from another school that was closed due to underperformance; students who were “historically marginalized, consistently discounted, and often underestimated,” says school leader Diamond Ford, Ph.D. Ford and her colleagues were determined to provide these students with “a school that embraces their identity and empowers them to speak their truth,” as well as the “knowledge and the skill to dream bigger and lead choice-filled lives.”

A key element in Ford’s plan was providing teachers with a rigorous ELA curriculum to use in their classrooms, based on the evidence that improving curriculum can improve student outcomes.

Ford’s plan was met with concern. Detractors said that the EL Education language arts curriculum she selected would be “too hard for our students” and that they would become frustrated since they weren’t yet proficient readers. Instead, they urged Ford to consider low-level readers, which they believed would be the safest, surest way to ensure those students would make literacy gains.

Ford refused to back down and insisted on setting the bar high for students at Hollis from the start.

Her students would go on to not only meet that bar but to exceed it. When provided with a standards-aligned rigorous curriculum and the support needed to access it, students at Hollis began “facilitating their own learning, establishing their own projects, and just taking their education into their own hands,” says Ford. They went on to grow 18.9 points on the College and Career Ready Performance Index (CCRPI), compared with almost the same population of students a year prior while at their previous school. The CCRPI is a comprehensive school improvement, accountability, and communication platform for educational stakeholders in Georgia that promotes college and career readiness for all students. Hollis’ success would become an exemplar for student achievement across three dimensions : mastery of knowledge and skills, character, and high-quality Work.

Austin and the students of Hollis Innovation Academy are extraordinary but not necessarily unique in this regard; in schools across the country—from Woodruff, W is., to Portland, M aine, to Detroit —we consistently see that when educators set clear expectations for students to create high-quality work while enabling and empowering them to meet those expectations, students will rise to the occasion every time.

wheneducatorswhitney

Thanks to Nancy, Doug, and Whitney for contributing their thoughts!

Consider contributing a question to be answered in a future post. You can send one to me at [email protected] . When you send it in, let me know if I can use your real name if it’s selected or if you’d prefer remaining anonymous and have a pseudonym in mind.

You can also contact me on Twitter at @Larryferlazzo .

Education Week has published a collection of posts from this blog, along with new material, in an e-book form. It’s titled Classroom Management Q&As: Expert Strategies for Teaching .

Just a reminder; you can subscribe and receive updates from this blog via email (The RSS feed for this blog, and for all Ed Week articles, has been changed by the new redesign—new ones are not yet available). And if you missed any of the highlights from the first 10 years of this blog, you can see a categorized list below.

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  • Christopher Emdin, Gholdy Muhammad, and More Education Authors Offer Insights to the Field
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Do teacher expectations matter?

Subscribe to the brown center on education policy newsletter, nicholas papageorge and np nicholas papageorge broadus mitchell associate professor of economics - johns hopkins university @nwpapageorge seth gershenson seth gershenson associate professor, school of public affairs - american university, research fellow - institute for the study of labor (iza) @sethgershenson.

September 16, 2016

Researchers, policymakers, and education professionals alike tend to agree that it is important for teachers to believe in their students and to maintain high expectations about their students’ educational attainment. This is a key motivation underlying arguments to diversify the teaching workforce. However, little research has been able to show whether or not teacher expectations actually matter for student outcomes outside of specific experimental settings.

In a new IZA Discussion Paper , my co-authors and I demonstrate that teacher expectations do matter in that they have a causal impact on students’ educational attainment. We also show evidence that teacher expectations differ by racial groups in ways that put black students at a disadvantage.

…teacher expectations do matter in that they have a causal impact on students’ educational attainment. We also show evidence that teacher expectations differ by racial groups in ways that put black students at a disadvantage.

To understand our research, it is helpful to start with a simple observation: teacher expectations tend to line up with student outcomes. In other words, teachers tend to report high educational expectations for students who end up attaining college degrees.

This correlation could arise for two reasons. One possibility is that teachers accurately predict which students will be successful in school and which students won’t. If so, teacher expectations don’t necessarily matter for student outcomes, but are simply accurate forecasts.

Another possibility is that teacher expectations have a causal impact on student outcomes, functioning like self-fulfilling prophecies. In this case, high expectations about a student could translate into more school and teacher resources being devoted to the student or more effort on the part of the student. As a result, the student might achieve more, and in turn, the original expectations align with the student’s ultimate educational attainment. A bleak picture forms if we consider the opposite case: teachers could have negatively biased expectations about a given student, which could lead to fewer resources being devoted to the student and/or the student internalizing these low expectations and exerting less effort, with the ultimate outcome of lower educational attainment.

Negative teacher biases functioning as self-fulfilling prophecies are particularly concerning if beliefs are negatively biased for certain groups of students, e.g., racial minorities. In fact, in earlier research , my co-author and I discovered a striking pattern regarding teacher expectations . If a black and a white teacher are asked to report their expectations regarding the ultimate educational attainment of a white student, they tend to agree. However, if a black and a white teacher both form expectations about a particular black student, their answers diverge quite a bit.  The black teacher tends to have far higher expectations than the white teacher.

Implications of teacher bias as self-fulfilling prophecy

This pattern raises two important questions, which our current research addresses:

  • First, if black and white teachers disagree about the same black student’s educational potential, which teacher is more accurate? Perhaps black teachers are too optimistic in their expectations. Alternatively, white teachers may be too pessimistic. It is worth mentioning, moreover, that pessimism would not necessarily mean that white teachers are racist. It may be that white teachers, when viewing the challenges that some black students face, simply over-estimate how these challenges will undermine students’ chances of finishing college, for example. In other words, students may be hurt because teachers with good intentions form low expectations.
  • The second question is whether these differences in expectations matter for student outcomes. In other words, it may be the case that some teachers have unduly high or low expectations regarding some students, but that these biases in expectations do not really affect student outcomes.

Our current research addresses these two questions. In particular, we examine the causal impact of teacher expectations on student outcomes. We examine nationally representative data of about 6,000 tenth grade students in 2002. For each student, teachers are asked how far they expect the child to go in school. Responses include less than high school, high school degree, some college, college completion, and masters or PhD. We focus on whether teachers expect college or more. Moreover, these students are followed into early adulthood, which means we know whether teacher expectations align with students’ educational attainment as of 2012.

We show that teacher expectations largely do align with student outcomes. To disentangle whether this reflects accurate forecasts versus self-fulfilling prophecies, our study relies on a unique feature of these data: two teachers evaluate each student. This allows us to harness teacher disagreements: when two teachers disagree about how far a student will go in school, at least one of them is objectively wrong. We then see if this “wrong-ness” affects student outcomes. [1]

Finding: Teacher expectations matter for students’ futures

We find that teacher expectations matter. To put this into perspective, if a student is randomly assigned to a teacher whose expectations are 40 percent higher, which is the average difference in expectations faced by black and white students in the sample, the student becomes 7 percent more likely to complete a four-year college degree. This is a nontrivial effect size for a secondary-school intervention. To put this effect in perspective, it is similar in magnitude to the impact of fairly large   class-size reductions in early elementary grades and improved teacher quality in late elementary grades on college completion. We also show that teacher disagreements tend to occur on the some-college versus college-degree dimension. This appears to be a large—and largely overlooked—source of educational disparities between blacks and whites, as recent research shows that the socio-economic trajectories of college dropouts more closely resemble the trajectories of high-school graduates than those of college graduates.

Next, we dig deeper into the basic finding that black teachers have higher expectations for black students than do white teachers. We find that most teachers, across the board, are optimistic.  They tend to expect college degrees for far more students than ultimately obtain them. However, teachers are less optimistic about black students. An interesting nuance, therefore, is that white teachers are more accurate when forming expectations about black students because they tend to be less optimistic about them. However, since higher expectations lead to better outcomes, “accuracy’’ in this case amounts to a selective lack of optimism that puts black students at a disadvantage.

In conclusion, our study offers causal evidence that teacher expectations matter. Negative teacher biases can function like self-fulfilling prophecies that affect college-going. Moreover, we find that teacher expectations differ by racial groups in a way that puts black students at a disadvantage, exacerbating racial achievement gaps. Our results also identify differences in how black and white teachers form expectations as one possible mechanism underlying the well-known finding that black students seem to perform better when they have black teachers. Together, our findings suggest that efforts to combat biases (e.g., hiring more black teacher or “de-biasing” white teachers) could prove helpful in reducing racial educational attainment gaps.

[1] Much of the paper is concerned with developing an empirical approach to disentangle accurate forecasts from self-fulfilling prophecies.  The aim is to isolate changes in teachers’ expectations for reasons that should not matter for college-going on their own, for example, chance positive or negative encounters.  We exploit teacher disagreements to accomplish this. Intuitively, our empirical approach consists of three steps.  First, we use one teacher’s expectations to “control for” all the important factors about a student that would influence college going. Second, we assess whether the second teacher’s expectations, which are higher or lower when the two teachers disagree, have any effect on the educational outcome via “self-fulfilling prophecies”.  A third and crucial step is to assess whether such disagreements are random, e.g., due to chance positive or negative encounters with the student.  Such encounters could change a teacher’s expectations for reasons that arguably are not important for college-going only affect students through the mechanism of self-fulfilling prophecies.

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Teachers' Expectations Can Influence How Students Perform

Alix Spiegel

teacher expectations essay

Teachers interact differently with students expected to succeed. But they can be trained to change those classroom behaviors. iStockphoto.com hide caption

Teachers interact differently with students expected to succeed. But they can be trained to change those classroom behaviors.

In my Morning Edition story today, I look at expectations — specifically, how teacher expectations can affect the performance of the children they teach.

The first psychologist to systematically study this was a Harvard professor named Robert Rosenthal , who in 1964 did a wonderful experiment at an elementary school south of San Francisco.

The idea was to figure out what would happen if teachers were told that certain kids in their class were destined to succeed, so Rosenthal took a normal IQ test and dressed it up as a different test.

"It was a standardized IQ test, Flanagan's Test of General Ability," he says. "But the cover we put on it, we had printed on every test booklet, said 'Harvard Test of Inflected Acquisition.' "

Rosenthal told the teachers that this very special test from Harvard had the very special ability to predict which kids were about to be very special — that is, which kids were about to experience a dramatic growth in their IQ.

After the kids took the test, he then chose from every class several children totally at random. There was nothing at all to distinguish these kids from the other kids, but he told their teachers that the test predicted the kids were on the verge of an intense intellectual bloom.

As he followed the children over the next two years, Rosenthal discovered that the teachers' expectations of these kids really did affect the students. "If teachers had been led to expect greater gains in IQ, then increasingly, those kids gained more IQ," he says.

But just how do expectations influence IQ?

As Rosenthal did more research, he found that expectations affect teachers' moment-to-moment interactions with the children they teach in a thousand almost invisible ways. Teachers give the students that they expect to succeed more time to answer questions, more specific feedback, and more approval: They consistently touch, nod and smile at those kids more.

7 Ways Teachers Can Change Their Expectations

Researcher Robert Pianta offered these suggestions for teachers who want to change their behavior toward problem students:

  • Watch how each student interacts. How do they prefer to engage? What do they seem to like to do? Observe so you can understand all they are capable of.
  • Listen. Try to understand what motivates them, what their goals are and how they view you, their classmates and the activities you assign them.
  • Engage. Talk with students about their individual interests. Don't offer advice or opinions – just listen.
  • Experiment: Change how you react to challenging behaviors. Rather than responding quickly in the moment, take a breath. Realize that their behavior might just be a way of reaching out to you.
  • Meet: Each week, spend time with students outside of your role as "teacher." Let the students choose a game or other nonacademic activity they'd like to do with you. Your job is to NOT teach but watch, listen and narrate what you see, focusing on students' interests and what they do well. This type of activity is really important for students with whom you often feel in conflict or who you avoid.
  • Reach out: Know what your students like to do outside of school. Make it a project for them to tell you about it using some medium in which they feel comfortable: music, video, writing, etc. Find both individual and group time for them to share this with you. Watch and listen to how skilled, motivated and interested they can be. Now think about school through their eyes.
  • Reflect: Think back on your own best and worst teachers, bosses or supervisors. List five words for each that describe how you felt in your interactions with them. How did the best and the worst make you feel? What specifically did they do or say that made you feel that way? Now think about how your students would describe you. Jot down how they might describe you and why. How do your expectations or beliefs shape how they look at you? Are there parallels in your beliefs and their responses to you?

"It's not magic, it's not mental telepathy," Rosenthal says. "It's very likely these thousands of different ways of treating people in small ways every day."

So since expectations can change the performance of kids, how do we get teachers to have the right expectations? Is it possible to change bad expectations? That was the question that brought me to the Curry School of Education at the University of Virginia, where I met Robert Pianta.

Pianta, dean of the Curry School, has studied teachers for years, and one of the first things he told me when we sat down together was that it is truly hard for teachers to control their expectations.

"It's really tough for anybody to police their own beliefs," he said. "But think about being in a classroom with 25 kids. The demands on their thinking are so great."

Still, people have tried. The traditional way, Pianta says, has been to sit teachers down and try to change their expectations through talking to them.

"For the most part, we've tried to convince them that the beliefs they have are wrong," he says. "And we've done most of that convincing using information."

But Pianta has a different idea of how to go about changing teachers' expectations. He says it's not effective to try to change their thoughts; the key is to train teachers in an entirely new set of behaviors.

For years, Pianta and his colleagues at the Curry School have been collecting videotapes of teachers teaching. By analyzing these videos in minute ways, they've developed a good idea of which teaching behaviors are most effective. They can also see, Pianta tells me, how teacher expectations affect both their behaviors and classroom dynamics.

Pianta gives one very specific example: the belief that boys are disruptive and need to be managed.

"Say I'm a teacher and I ask a question in class, and a boy jumps up, sort of vociferously ... 'I know the answer! I know the answer! I know the answer!' " Pianta says.

"If I believe boys are disruptive and my job is control the classroom, then I'm going to respond with, 'Johnny! You're out of line here! We need you to sit down right now.' "

This, Pianta says, will likely make the boy frustrated and emotionally disengaged. He will then be likely to escalate his behavior, which will simply confirm the teacher's beliefs about him, and the teacher and kid are stuck in an unproductive loop.

But if the teacher doesn't carry those beliefs into the classroom, then the teacher is unlikely to see that behavior as threatening.

Instead it's: " 'Johnny, tell me more about what you think is going on ... But also, I want you to sit down quietly now as you tell that to me,' " Pianta says.

"Those two responses," he says, "are dictated almost entirely by two different interpretations of the same behavior that are driven by two different sets of beliefs."

To see if teachers' beliefs would be changed by giving them a new set of teaching behaviors, Pianta and his colleagues recently did a study.

They took a group of teachers, assessed their beliefs about children, then gave a portion of them a standard pedagogy course, which included information about appropriate beliefs and expectations. Another portion got intense behavioral training, which taught them a whole new set of skills based on those appropriate beliefs and expectations.

For this training, the teachers videotaped their classes over a period of months and worked with personal coaches who watched those videos, then gave them recommendations about different behaviors to try.

After that intensive training, Pianta and his colleagues analyzed the beliefs of the teachers again. What he found was that the beliefs of the trained teachers had shifted way more than the beliefs of teachers given a standard informational course.

This is why Pianta thinks that to change beliefs, the best thing to do is change behaviors.

"It's far more powerful to work from the outside in than the inside out if you want to change expectations," he says.

In other words, if you want to change a mind, simply talking to it might not be enough.

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How Students and Teachers Can Develop Clear Expectations for Learning

Simply sharing what teachers hope kids will learn may not be enough—constructing expectations together helps guide students to understanding.

Teacher writes math problem on the whiteboard in class

Ensuring that students are clear on the expectations of learning is one of the most effective ways to impact student achievement . Yet, I have found, through trial and lots of error, that establishing clarity is not a straightforward process for students or teachers.

There was an assumption on my part that if “I do” the sharing of expectations with kids, they will learn. I thought if I shared the learning expectations verbally, stated the goals clearly on the board, provided easy-to-read rubrics, and gave students time to write down the learning expectations, they would develop clarity. That didn’t seem to do the trick for most kids. Akin to hearing a lecture without checks for understanding, students watched me teach but didn’t take an active approach to ensuring that they understood the expectations of learning.

Next, I tried the “you do” approach by having students review an outline, preview a passage, or review a previously taught lesson to determine what we might be learning in the future. Again, the whole class came up short on what we were learning. Without my guidance, students strayed from finding the purpose of the learning.

After a time, I found that the best way for students to develop clarity of expectations was through a “we do” process, using activities where both students and I engaged with one another to build clarity of what we were learning together. Research calls this co-construction . I found that this process not only provided students with a better understanding of what we were learning but also gave me a better understanding of what students knew when we began a unit or lesson.

3 Popular Co-construction Strategies

1. Silent protocol: One of the most efficient and effective ways to co-construct expectations of learning is to show students the exact steps to successfully accomplish the learning goals you want them to meet. For example, simply show students an example of how to solve a math problem, but do so without talking. See if they can do the following:

  • Write down the specific steps that you have taken
  • Share the specific steps with their friends and create consensus
  • Revise their steps after viewing multiple examples from you

Here are a few examples:

  • The teacher solves several addition of fraction problems with unlike denominators and asks students to write down the steps that they took to solve the problem.
  • The teacher writes three paragraphs of an essay in front of students and asks the students to write down the key steps that they took to write the essay.

2. Error analysis: Having students detect errors from others (either the teacher or their peers) is highly engaging and allows students to develop an awareness of common misconceptions. For example, in one class, students were told that they would be assisting the teacher in developing success criteria toward a goal (i.e., counting objects). The teacher began counting and making a number of errors, including repeat counting of the same object, skip counting objects, and repeating the same number in their counting. Each time the students stopped the teacher, the teacher asked these questions:

  • What was the error?
  • Why was that an error?
  • How do we rectify the error?

After the discussion, students shared the steps they took and how to use those in the future. The next day, the teacher presented a rubric to support them in counting. The students thought the teacher should have the rubric up on the wall so that she wouldn’t forget how to count!

  • Present students with multiple drafts of a scientific lab report, and have students serve as a senior editor to determine what criteria other editors should be using when assessing the lab report.
  • Present students with drafts of paintings that have a myriad of errors, and have them determine the criteria needed to prevent such errors in the future.

3. Evaluating examples: One of the most powerful ways to ensure that students have clarity of learning expectations is to provide work samples. For example, imagine that a second-grade teacher was expecting students to write a personal narrative. He or she presents an example of mastery to students and asks each student to independently write down what they think makes the personal narrative successful.

Work sample provided by author

Next, the teacher asks the students to discuss their criteria with a partner and then asks the class to create consensus on one list. The teacher then asks students to use their list to evaluate other work samples. In this last step, students debate and reference the mastery example when making claims. 

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  • Provide students with a recording of students reading a passage, and ask them to point out what they’re doing successfully to read and interpret the passage.
  • Show students examples of successful art pieces, and ask students to identify the criteria for success.
  • Show students worked math examples, and have them identify what success looks like.
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How Teacher Engagement, High Expectations, and Student Ownership Creates Rigor in the Classroom

The term “rigor,” when used in an educational context, is often misinterpreted and/or misunderstood. Some believe rigor means more homework, impossible assignments, or being rigid about what students learn and how they learn it. But that really isn’t what rigor in the classroom is truly about. I like the definition provided by Brian Sztabnik in his article “A New Definition of Rigor”: “Rigor is the result of work that challenges students’ thinking in new and interesting ways. It occurs when they are encouraged toward a sophisticated understanding of fundamental ideas and are driven by curiosity to discover what they don’t know.”

True rigor results in students who “come alive” in the classroom – students who are motivated, who “own” their education, who think critically and creatively. If our goal as educators is to ensure students are ready for what lies ahead of them in the future, we need to ensure there is rigor in the classroom. So how do we do that? We teachers need to be engaged, have high expectations for students, and support student ownership of their learning. Let’s explore how we get there:

High Expectations

In research experiments conducted over several years, Harvard professor Robert Rosenthal discovered something he calls the Pygmalion effect: “When we expect certain behaviors of others, we are likely to act in ways that make the expected behavior more likely to occur.” (Rosenthal and Babad, 1985).

What we do as educators and the beliefs we hold about the students we teach have a profound effect. Our students come to us from varied backgrounds, with differing strengths and abilities and with beliefs about themselves and their ability to learn. Our job is to encourage and draw out the best in our students, to believe in their ability to achieve, and to act accordingly. Yes, some students struggle, have learning exceptionalities, or may be learning English as a second language, but all are capable of meeting high expectations. Through our actions and behaviors, we communicate the expectations we have for our students.

Here are a few ways to communicate high expectations for all students in your classroom.

  • Observe and listen to each student. How do they engage, and what do they seem to like to do? What motivates them? How do they view you, themselves, their classmates, and the assigned activities? Ask them about their interests and goals. Listen to what they share with you without offering advice or opinions.
  • Create an atmosphere that encourages students to try new things, to experiment with learning. Let them know that it’s okay to make mistakes, and that some of the greatest learning opportunities come from the mistakes we make.
  • Teach a balanced and integrated curriculum. Make sure to evenly address the skills called for in your grade level state standards. One way to do this is by incorporating several skills into a lesson; for example, having students read and analyze primary and secondary sources about a particular historical event (reading comprehension), engage in a text-based discussion about the event (speaking and listening), and write about the event using information from the sources (written expression). Also, don’t assume that certain aspects of learning are out of reach for students who may struggle with particular concepts. It is through practice that skills are improved. Provide support and scaffolding when needed, but let your students engage in productive struggle.

Teacher Engagement

We have an expectation that students should be engaged in their learning. That same expectation applies to teachers in the classroom. Educators need to be engaged in and enthusiastic about what they are teaching. While it isn’t always easy, teacher engagement is worth the effort. Here are a few ways to build that engagement:

  • Be a life-long learner. Do research on and discover new aspects of the subject(s) you teach. Bring what you learn into the classroom and share it with your students. Connect what you teach to what is going on in your community, your state, your country, and the world (and help your students make those connections as well).
  • Engage in learning with your students. Ask open-ended questions, questions you may not know the answer to. Truly listen to their responses and piggy-back on them (occasionally) with your own responses. Complete some of the classroom activities with your students. My students loved when I wrote with them. I let them pick my topics, and I shared my drafts with them so they could provide feedback. This helped create a safe environment for students to engage in the writing process – and it works with students of all grade levels.
  • Think about teachers you have had in the past. What techniques did the more effective, enthusiastic teachers use that made learning fun, yet meaningful? Think of ways to incorporate those techniques into your own classroom practice.

Student Ownership

Benjamin Franklin once said, “Tell me and I forget. Teach me and I remember. Involve me and I learn.”  It is important that we actively involve students in their education. Students who have a sense of ownership of their learning are more invested in their academic success. They are more likely to monitor their own learning, be engaged, ask questions, and seek additional help when needed.

As educators, there are several ways to promote student ownership of their education, including:

  • Have students set learning goals and revisit them periodically to reflect on the progress they have made. Engaging in self-reflection is powerful. Push it a step further by having them write about their progress and how they might revise or update their goals based on their progress.
  • Provide choice in the classroom (within reason). If you are assigning a text-based essay, for example, let students choose from three or four different prompts (or more at the upper grades). If your students are learning about the scientific method, have students work in groups to determine what question they’d like to answer and then have each group work through the scientific method to answer that question.
  • Provide opportunities for project-based, collaborative learning. Provide guidelines, but let students arrive at answers or complete a project together, stepping in to provide advice or guidance only when needed.
  • Make sure students understand the relevance of what they are learning. How does it relate to them? How might they use the skills they are learning outside of the classroom? Whenever possible, have them apply their learning in authentic ways. Have them write letters to the editor of a newspaper or publish a blogpost. Have them work in groups to determine a need in the community, write a proposal for how best to meet that need, and take the steps necessary to address the need.

The primary focus in a rigorous classroom is on engaging students in a way that promotes critical and creative thinking and shifts ownership of learning to the student. The end goal is to enable students to move into the future with confidence and with the skills that will help them to succeed in life. Students need to be challenged and to engage in productive struggle, working in partnership with teachers who believe in and support them.

If you are interested in reading more about rigor, here are some interesting sources:

Day, Christopher (2004). A Passion for Teaching . New York: RoutledgeFalmer.

Fried, Robert. (2001). The Passionate Teacher . Boston: Beacon Press.

NCSU (2014). “Developing Student Ownership and Responsibility in High Schools.” Retrieved from

https://s3.amazonaws.com/vu-my/wp-content/uploads/sites/2353/2016/12/22132513/NCSU- PractitionerBrief_SOAR.pdf .

Rosenthal, R., and E. Y. Babad (1985). “Pygmalion in the gymnasium.” Educational Leadership 43 (1): 36–39.

Sztabnik, Brian (2015). “A New Definition of Rigor.” Edutopia. Retrieved from

https://www.edutopia.org/blog/a-new-definition-of-rigor-brian-sztabnik.

Zhang, Qin (2014). “Instructor’s Corner #3: Teaching with Enthusiasm: Engaging Students, Sparking

Curiosity, and Jumpstarting Motivation.” National Communication Association. Retrieved from https://www.natcom.org/communication-currents/instructors-corner-3-teaching-enthusiasm-engaging-students-sparking-curiosity .

Written by: Wendi Anderson, Senior ELA Instructional Designer at CenterPoint Education Solutions

3 responses to “How Teacher Engagement, High Expectations, and Student Ownership Creates Rigor in the Classroom”

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I like the idea of giving students more project base learning and letting the students complete their projects cooperatively. In the near future my students are going to plan a toddler day where they have to plan everything from inviting children in to planning all activities and a healthy snack for the children.

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I think this is a good read. It follows a lot if not all of the ideas we already discuss at the school.

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Home — Essay Samples — Education — Academic Performance — A Research on the Relationship Between Teacher Expectation and Academic Performance of Students in Schools

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A Research on The Relationship Between Teacher Expectation and Academic Performance of Students in Schools

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Published: Jun 5, 2019

Words: 4519 | Pages: 10 | 23 min read

Table of contents

The long term impact of teacher expectations, bases of teacher expectations, high expectations versus low expectations, teachers’ expectations and classroom interactions, teacher gender biased interactions in the classroom, students’ perceptions of differential teacher treatment, the self-fulfilling prophecy, students’ socioeconomic status, students’ racial background, physical attractiveness of students, social learning theory: students’ self-efficacy, students’ self-perceptions of ability, teacher’s expectations of student ability in specific domains.

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41 Important Classroom Expectations (for This School Year)

classroom expectations examples and definition, explained below

Setting classroom expectations – by establishing ground rules early on – can help to not only underpin your behavior management plan and ensure prosocial behavior in the classroom.

Perhaps more importantly, it can help create a culture of learning through high expectations for doing your best, turning up ready to learn, and showing respect to one another in the clasroom.

A few years back, I conducted a visual analysis of classroom rules charts in schools in Northern England. Based on that data, I collated some of the most common classroom rules across different classrooms.

So today, I’ll share 27 ways you can set high expectations in the classroom that you should implement in the first two weeks of your new school year in order to promote a productive, safe, and inclusive class environment.

Classroom Expectations for All Ages

1. for preschool and kindergarten.

Rules of Behavior

  • Respectful Interaction : Treat classmates and teachers with kindness and respect at all times.
  • Listening Skills : Listen attentively when others are speaking and wait for your turn to talk.
  • Following Directions : Follow the instructions of teachers and staff promptly and accurately.
  • Sharing and Cooperation : Share resources and work cooperatively with others during group activities.
  • Personal Space and Safety : Respect personal space and practice safe behaviors in the classroom and playground.

Academic Expectations

  • Active Participation : Actively participate in classroom activities and discussions.
  • Curiosity and Exploration : Show curiosity and a willingness to explore new ideas and activities.
  • Completion of Tasks : Strive to complete assigned tasks and activities within the given time.
  • Question and Discovery : Encourage asking questions and seeking answers as part of the learning process.
  • Creative Expression : Express creativity through various activities like drawing, crafting, and storytelling.

2. For Primary and Elementary

  • Responsible Actions: Take responsibility for your actions and belongings in and out of the classroom.
  • Positive Social Interaction: Engage in positive social interactions, showing respect and kindness to peers and adults.
  • Adherence to Rules: Follow school and classroom rules consistently and understand the consequences of not doing so.
  • Conflict Resolution: Resolve conflicts peacefully and seek help from adults when necessary.
  • Independence and Initiative: Show independence in daily routines and take the initiative in seeking help or information when needed.
  • Engaged Learning: Remain engaged and attentive during lessons and participate actively in discussions.
  • Critical Thinking: Apply critical thinking skills to solve problems and understand new concepts.
  • Organization and Time Management: Organize work and manage time effectively to complete assignments and projects.
  • Goal Setting: Set and strive towards individual academic goals, understanding the steps needed to achieve them.
  • Continuous Improvement: Show a commitment to continuous improvement by seeking feedback and working on areas of difficulty.

3. For Middle and High School

  • Respect and Empathy : Demonstrate respect and empathy towards peers, teachers, and staff in all interactions.
  • Accountability for Actions : Take accountability for your actions and understand their impact on the school community.
  • Positive Participation : Actively participate in school activities and contribute positively to the school environment.
  • Self-Advocacy : Advocate for your needs and rights in a respectful and appropriate manner.
  • Digital Citizenship : Practice responsible digital citizenship, using technology and social media ethically and respectfully.
  • Advanced Engagement : Engage deeply with academic material, showing a willingness to explore complex topics.
  • Independent Learning : Develop and demonstrate independent learning skills, taking initiative in your education.
  • Critical Analysis and Debate : Critically analyze information and participate constructively in debates and discussions.
  • Research and Inquiry : Conduct research and inquiry projects, showing ability to synthesize and evaluate information.
  • Preparation for Future Goals : Actively prepare for future academic and career goals, making informed choices about courses and extracurricular activities.

Additional Expectations to Consider

  • Have a Growth Mindset : Embrace challenges and view failures as opportunities for growth and learning. Cultivate a positive attitude towards learning, understanding that abilities and intelligence can be developed with effort and persistence.
  • Seek Answers Yourself (Before Asking the Teacher) : Take the initiative to find solutions to questions or problems independently before seeking assistance from the teacher. This approach encourages self-reliance and critical thinking, as it motivates students to explore various resources and methods to understand concepts.
  • Do Your Personal Best : Strive to achieve your highest potential in every task, whether academic or extracurricular, by putting in your best effort and dedication. This expectation fosters a sense of personal responsibility and pride in one’s work, regardless of the outcome.
  • Celebrate Other People’s Successes : Actively recognize and appreciate the achievements of others, fostering a positive and supportive classroom environment. This practice not only builds a sense of community but also encourages a culture where success is shared and celebrated collectively.
  • Proactively Prevent Harm : Be vigilant and proactive in identifying potential risks or unsafe situations in the classroom and take appropriate measures to prevent harm. This expectation ensures that students prioritize safety and contribute to a secure learning environment for everyone.
  • Be Resourceful : Utilize available resources creatively and effectively to solve problems or complete tasks. This entails thinking outside the box and making the most of the tools and information at your disposal, thereby enhancing problem-solving skills and independence.
  • Exercise Compassion : Show empathy and understanding towards the feelings and situations of others, creating an inclusive and caring classroom atmosphere. This practice encourages students to develop emotional intelligence and strengthens the bonds between classmates.
  • Think Ahead : Plan and anticipate future needs or consequences of actions, both in academic tasks and personal conduct. This forward-thinking approach helps in developing foresight and decision-making skills, essential for personal and academic success.
  • Keep an Open Mind : Remain open to new ideas, perspectives, and methods of learning, embracing diversity in thoughts and experiences. This mindset encourages adaptability, critical thinking, and a willingness to learn from various sources and viewpoints.
  • Be Inclusive : Actively include all classmates in activities and discussions, regardless of their backgrounds, abilities, or beliefs. This practice fosters a sense of belonging and respect in the classroom, ensuring that every student feels valued and supported in their learning environment.
  • Follow the Golden Rule : Treat others as you would like to be treated, demonstrating kindness, respect, and fairness in all interactions. This principle serves as a foundational guideline for behavior, promoting a positive and harmonious community where mutual respect is paramount.

Behavior Management Strategies

Behavior management is often the hardest thing for new teachers to master. But without it, the classroom will not have a culture of learning.

You can choose your own strategy to establish classroom norms – from assertive discipline on the conservative end of the spectrum through to the progressive maangement model on the other.

But, a good place to start is with my video on 15 classroom management strategies all teachers need:

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Dr. Chris Drew is the founder of the Helpful Professor. He holds a PhD in education and has published over 20 articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education. [Image Descriptor: Photo of Chris]

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Teacher Expectations and Student Academic Performance Coursework

Influence of teacher expectations.

For this evaluation, I am going to evaluate how students with ages ranging between eighteen and nineteen years are usually affected by teacher expectations. There are three main ways through which teacher expectations can potentially influence a student’s academic performance. These methods are explained as follows.

The kinds of expectations placed on this class of students are quite demanding. Consequently, the results achieved at the end of any specified assignment or academic year will be proportional to those expectations. For instance, the teacher may come up with seemingly unattainable expectations. The student may feel overwhelmed and thus instead of reacting positively towards the achievement of those expectations, he/she may deviate further from them.

The second way in which teacher expectations influences a student’s academic performance involves a situation whereby the student is comfortable with the formulated expectation and actively works towards the achievement of that particular goal. This later culminates to enhanced academic performance as compared to the period before the formulation of that particular academic expectation.

However, not all students in this age group will respond in any of the above two ways. There is a possibility that the student can display indifference towards a specified academic expectation. Consequently, the students’ academic performance reports no substantial growth nor does it indicate signs of deterioration.

Expectations that Positively Influence Academic Performance

Although most of the teacher expectations are meant to impact positively on a student’s academic performance, there still exists the possibility of the opposite effect occurring as has been indicated previously. However, the following five expectations are usually guaranteed to render positive influence provided that they are implemented fully and according to the correct procedure.

Setting realistic expectations

The most common cause of failed academic achievements is attributable to the formulation of expectations that are above par with the students’ level of understanding. Formulating an academic expectation that is both challenging and lies within their scope of achievement will ensure positive influence on their academic performance.

Completion of Assignments

If students invest quality time into the completion of their home work and designated individual or group assignments, then the possibilities of achieving higher academic performance will be enhanced.

The value of honesty comprises the list of the most crucial expectations required of students by their teachers. It is a crucial ingredient when it comes to the formulation of an all round personality, especially in academic performance. According to Lipson (n.d) honesty is vital for a students’ education.

Active Participation

One of the ways through which a student can improve their academic performance is via active participation. As opposed to passive participation, active participation allows a student to keep track of the course of events while at the same time allowing them to ask questions as well as seek further clarification on key points

Lesson Attendance

It would be virtually impossible to guarantee exceptional academic performance if a student keeps on failing to show up for lessons. Students are expected to attend all classes without fail. Research has shown that a students’ potential to succeed does not originate from what they read, but from what they hear and say in class.

Teacher expectations play a pivotal role in influencing a student’s academic performance. This influence can either be positive, neutral or negative. The main teacher expectations that can guarantee positive academic performance include but are not limited to formulation of realistic expectations, completion and submission of assignments, honesty, active student participation and good lesson attendance.

Lipson, C. (n.d). A talk for university students. Why Honesty Matters in Your Education . Web.

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IvyPanda. (2022, June 1). Teacher Expectations and Student Academic Performance. https://ivypanda.com/essays/teacher-expectations-and-student-academic-performance/

"Teacher Expectations and Student Academic Performance." IvyPanda , 1 June 2022, ivypanda.com/essays/teacher-expectations-and-student-academic-performance/.

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Essay on Expectation In Teacher

Students are often asked to write an essay on Expectation In Teacher in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on Expectation In Teacher

Teachers as guides.

Teachers are like guides. They show us the path to knowledge and help us grow. We expect them to know a lot and to share this with us in a way we can understand. Good teachers explain things clearly and make learning interesting.

Patience in Teaching

We also hope teachers will be patient. Not everyone learns at the same speed. Some students need extra time to understand. Teachers should not get upset if we ask many questions or if we take longer to learn something new.

Encouragement and Support

Another important expectation is encouragement. When teachers cheer us on, we feel more confident. We want our teachers to believe in us and support our dreams. This helps us to try our best and reach our goals.

Fairness in Class

Lastly, we expect fairness. Teachers should treat all students the same way. No one should feel left out or favored. When teachers are fair, everyone in class feels safe and respected, which is very important for learning.

250 Words Essay on Expectation In Teacher

Teachers and what we expect from them.

Teachers are important people in our lives. They help us learn new things and grow as individuals. When we think about teachers, there are certain things we expect from them to help us do better in school and life.

Knowledge and Skills

Firstly, we expect teachers to know a lot about the subjects they teach. They should be able to answer our questions and explain things in a way that is easy for us to understand. Teachers should also have good skills in teaching. This means they can make lessons interesting and help everyone, no matter if some students find the work easy or hard.

Patience and Support

We also hope that teachers will be patient. Sometimes, it takes a while for us to understand new information or skills. A good teacher doesn’t get upset or give up on us. They keep explaining and trying different ways to help us learn. Teachers should also support us, not just in school work but also when we have other problems. They can give us advice or just listen when we need someone to talk to.

Fairness and Respect

Another thing we expect is fairness. Teachers should treat all students the same and not have favorites. They should give everyone equal chances to answer questions and participate in class activities. We also look for respect from our teachers. They should speak to us politely and listen to our opinions, even if they are different from theirs.

In conclusion, we have many expectations from our teachers. We want them to be knowledgeable, skilled, patient, supportive, fair, and respectful. These qualities help us learn better and feel good about going to school.

500 Words Essay on Expectation In Teacher

What we expect from our teachers.

Teachers play a very big role in our lives. They are not just people who teach us math, science, or English, but they also help us become better people. When we talk about what we expect from our teachers, we mean the things we think they should do or be like.

Firstly, we expect teachers to know a lot about the subjects they teach. They should be able to answer our questions and explain things in a way that makes sense to us. It’s important that they know how to make hard topics easy to understand. We also hope they can show us different ways to solve problems, especially when we’re stuck.

Patience and Understanding

Secondly, teachers should be patient. Sometimes, we might take longer to understand something, and it’s nice when a teacher doesn’t get upset or give up on us. They should understand that everyone learns at their own pace and in their own way. A good teacher tries to figure out how each student learns best and helps them in that way.

We also expect our teachers to encourage us. When we do well, they should tell us that they’re proud. And when we’re having a tough time, they should help us keep going. Teachers should believe in us and push us to do our best, even when we doubt ourselves. They should be there to support us, not just in schoolwork, but also when we have problems that might not be about school at all.

Another important thing is fairness. We expect teachers to treat everyone the same way. No student should get special treatment, and no one should feel left out or picked on. When a teacher is fair, it helps us trust them and feel safe in the classroom.

Setting a Good Example

Lastly, we look up to our teachers and often copy what they do. So, we expect them to act in a way that is good for us to follow. They should be honest, kind, and hardworking because they are role models for us. When a teacher shows good behavior, it encourages us to be good too.

In conclusion, we have many expectations of our teachers because they have an important job. They are supposed to give us knowledge, understand our different learning styles, encourage us, treat everyone fairly, and be good examples for us to follow. When teachers meet these expectations, they help us not only learn school subjects but also important life lessons. It’s a big responsibility, but great teachers can make a huge difference in our lives.

That’s it! I hope the essay helped you.

If you’re looking for more, here are essays on other interesting topics:

  • Essay on Expectations From Parents
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  1. Teacher Expectations Play a Big Role in the Classroom. Here's How

    Hattie analyzed 613 studies on teacher expectations as part of the Visible Learning database and found that student achievement tracks closely with teacher expectations . In some cases, race ...

  2. How teacher expectations empower student learning

    1. Develop leaders that build a culture of high expectations in the system. In a Global School Leader survey, we find that in schools where leaders do believe that students can learn, 54 percent ...

  3. A decade of teacher expectations research 2008-2018: Historical

    Students are likely to be affected by what their teachers expect of them. Educational research about teacher expectations has illustrated this relationship over the last century and more than 50 years of research since the infamous Pygmalion Study (Rosenthal & Jacobson, 1968) has highlighted that teacher expectations influence students' attainment of educational outcomes.

  4. PDF TEACHER EXPECTATIONS

    TEACHER EXPECTATIONS Teachers form expectations for student performance and tend to treat students differently depending on these expectations. Research strongly ... coherent, five-paragraph essay, teachers can emphasize different skills and expected levels of complexity for different students in a class according to

  5. PDF How to Develop High Expectations Teaching

    Teachers' expectations for students lead them to deliver instruction in line with these expectations. For example, when teachers believe that low-achieving students are not capable of higher-level thinking, they provide diferentiated learning experiences in their classes. Key areas of contrast between teachers with high expectations and ...

  6. Do teacher expectations matter?

    If so, teacher expectations don't necessarily matter for student outcomes, but are simply accurate forecasts. Another possibility is that teacher expectations have a causal impact on student ...

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    teacher expectations. Better Essays. 2045 Words. 9 Pages. Open Document. Teachers play a pivotal role in shaping the behaviour and educational success of students and as such they carry a huge responsibility in the classroom. Everything the teacher says or do has a great impact on students' lives as students depend on the teacher for guidance ...

  8. The effects of teacher expectation interventions on teachers

    ABSTRACT. This study provides a systematic review of the effects of 19 teacher expectation interventions. Prior research on teacher expectations primarily focussed on correlational relationships with student and teacher characteristics, leaving open the questions of whether it is possible to raise teacher expectations and to prevent (too) low expectations from having detrimental effects on ...

  9. Teachers' Expectations Can Influence How Students Perform

    Teachers' expectations about their students' abilities affect classroom interactions in myriad ways that can impact student performance. Students expected to succeed, for example, get more time to ...

  10. PDF A Systematic Review on Teacher's Expectations and Classroom ...

    Teacher Expectations Teacher Behaviors Student Achievement The aim of the present study was to scrutinize how teacher expectations are shaped and reflected in teachers' classroom behaviors by presenting a holistic picture of teacher expectation literature that has significantly developed since 1968. To achieve this, a systematic

  11. How Students and Teachers Can Develop Clear Expectations for ...

    3 Popular Co-construction Strategies. 1. Silent protocol: One of the most efficient and effective ways to co-construct expectations of learning is to show students the exact steps to successfully accomplish the learning goals you want them to meet. For example, simply show students an example of how to solve a math problem, but do so without ...

  12. Labeling in the Classroom: Teacher Expectations and their Effects on

    Teacher Expectations According to Schultz (1983), the expectations teachers have of their students inevitably effects the way that teachers interact with them, which ultimately leads to changes in the student's behavior and attitude. In a classic study performed by Robert Rosenthal, elementary

  13. CenterPoint

    How Teacher Engagement, High Expectations, and Student Ownership Creates Rigor in the Classroom. ... If you are assigning a text-based essay, for example, let students choose from three or four different prompts (or more at the upper grades). If your students are learning about the scientific method, have students work in groups to determine ...

  14. Teacher Expectations Essay

    Teacher Expectations Essay. Better Essays. 1594 Words. 7 Pages. 10 Works Cited. Open Document. The intervening years since court-mandated desegregation of schools have not eradicated the existence of achievement disparities for ethnic children, especially for Latin American and African American students (McKown & Weinstein, 2008).

  15. A Research on the Relationship Between Teacher ...

    The relationship between teacher expectations and academic performance has been a topic of interest for the last 50 years. Teachers' judgements often play a role in facilitating or inhibiting students' academic performance (Südkamp, Kaiser & Möller, 2012).

  16. PDF TEACHER EXPECTATIONS MATTER

    teacher expectations re ect omitted variables that also drive education outcomes (Gregory and Huang, 2013; Boser et al., 2014). The current study begins by documenting several interesting patterns in the teacher expectations data. First, we nd that teacher expectations predict student outcomes, though

  17. 41 Important Classroom Expectations (for This School Year)

    Academic Expectations. Active Participation: Actively participate in classroom activities and discussions. Curiosity and Exploration: Show curiosity and a willingness to explore new ideas and activities. Completion of Tasks: Strive to complete assigned tasks and activities within the given time.

  18. The Effects of Teacher Expectations on Students'...

    Teacher expectations include the biases and preconceived notions teachers hold on their students which are based upon many factors including student behavior, self-esteem, performance (observed by teachers and student records) and motivation (Woolfolk, 2012). The present researcher found that the issue at hand lies with the lack of research on ...

  19. Teachers' responsibility and expectations: Dependent on the school

    Teachers' expectations of teacher-student interaction: Complementary and distinctive expectancy patterns. Teaching and Teacher Education: An International Journal of Research and Studies, 28, 948-956. Crossref. Google Scholar. Diamond J. B., Randolph A., Spillane J. P. (2004). Teachers' expectations and sense of responsibility for ...

  20. Teacher Expectations and Student Academic Performance Coursework

    Teacher expectations play a pivotal role in influencing a student's academic performance. This influence can either be positive, neutral or negative. The main teacher expectations that can guarantee positive academic performance include but are not limited to formulation of realistic expectations, completion and submission of assignments ...

  21. PDF The Effect of Teacher Expectation to Students' Intrinsic Motivation

    Rosenthal's four-factor model can show the differential of teacher expectation: Classroom atmosphere, teaching feedback, teaching input, and classroom output. Also, verbal and nonverbal behaviours can also be approaches for teachers to show their different expectations. Then, students' perceived expectations will have effects on their ...

  22. Essay Teacher Expectations and Education

    Better Essays. 2339 Words. 10 Pages. Open Document. Teacher Expectations and Education. One thing I've learned this year is that teachers must always strive to adapt to the wide range of individual student abilities, learning styles, and interests even within a single class, but still maintain reasonable expectations, especially if tracking ...

  23. Essay on Expectation In Teacher

    In conclusion, we have many expectations from our teachers. We want them to be knowledgeable, skilled, patient, supportive, fair, and respectful. These qualities help us learn better and feel good about going to school. 500 Words Essay on Expectation In Teacher What We Expect from Our Teachers. Teachers play a very big role in our lives.

  24. I'm Krissy. Techy Teacher-mom, Floridian on Instagram: "Here's why ⬇️

    35 likes, 20 comments - mothercompass on February 25, 2024: "Here's why ⬇️ A common trait of teachers is we work ourselves to the ground trying to meet..." 👋I'm Krissy. Techy Teacher-mom, Floridian on Instagram: "Here's why ⬇️ A common trait of teachers is we work ourselves to the ground trying to meet all the needs of our ...