Activity 3: High Expectations

by teachnowgw123
Last updated 7 years ago

No category
No topic

Toggle fullscreen Print glog
Activity 3: High Expectations

student goal-setting

This video chronicles a brief history of high expectations in educational setting.

A collaborative project by:Giulio and Amanda

If applied effectively, pride can be an extremely powerful force in developing positive teacher-student relationships (Kerman et al., 1980). If the teacher is thus able to celebrate students success, recognize student achievement and positive behaviors then students are encouraged to take positive pride in their accomplishments. The pride students develop helps shape identities that in turn drive their behaviors.

pride in work

Behaviours such as making eye contact, smiling, maintaining proximity, engaging in light dialogue and interacting in a friendly and supportive manner creates a positive affective tone conducive to student success.

the affective domain

“Whatever the mind can conceive and believe, it can achieve.”- Napoleon Hill, Think and Grow Rich

High Expectations

By the Pygmalion effect, people internalize their positive labels, and those with positive labels succeed accordingly. The idea behind the Pygmalion effect is that increasing the teacher's expectation of the student's performance will result in better student's performance

The Pygmalion effect, or Rosenthal effect, is the phenomenon whereby the greater the expectation placed upon students, the better they perform;both effects are forms of self-fulfilling prophecy.

Definition of High expectaions

The affective domain pertains to the emotional climate of the class. Positive emotions that are transferred by the teacher results in a positive affective tone. According to Marzano (2007), when teachers interact with high-expectancy students they are more positive than when interacting with low-expectancy students.

Expectations on Student achievementStudents are highly capable of interpreting the behaviors of teachers towards them as indicators of the expectations the teachers have for them. Thus students tend to increase or decrease their efforts to match the expectations laid out for them. This lowering or increasing of effort proportionately influences student achievement. This notion is supported by the findings presented in Pygmalion in the Classroom (Rosenthal, 1968).

High teacher expectations have a relationship on the effect on establishing self-efficacy within students, making students more likely to feel equipped to set goals and work toward attaining them.



    There are no comments for this Glog.