High Expectations for Student Behavior

by ellenanderic
Last updated 3 years ago

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High Expectations for Student Behavior

Teachers need to be able to convince their students that there are different ways to be “smart.” Tasks that require multiple abilities give teachers the opportunity to give credit to such students for their academic and intellectual accomplishments. Click to read article (Quintero, 2014)

High Expectations

Expectations are the unconscious anticipation of performance. They are vital to classroom success because they trancend differences of gender, race, ability, and socioeconomic status.

Academic Achievement

Perhaps the most important element for creating and meeting high expectations, the teacher's behavior toward the students in spite of bias is critical. Gratitude for and positive correction of student responses, restating questions, fostering respectful comments from peers, and allowing students time to think about answers all impact a student's emotional state. In addition to these practices, a teacher must use eye contact, proximity, smiling, and other gestures with every student in order to expect a positive environment.

Students should be be taught how to set goals that are specific, measurable, attainable, relevant, and timely. Teachers can help track student progress, see how they’re doing and make suggestions for success.Students should set both life goals and task oriented goals. Meeting the shorter term goals helps students learn to be successful.Click for more suggestions from the The First-Year Teacher's Survival Guide.

Students are given content and assignments within the course as well as the expectation that they will master it. Students are told why the content is relevant to them in order to make achievement more purposeful.


Pride in Work

Strategic Goals: Formative Plus Summative Assessment Equals Rigor 3:09


The Affective Domain

Student Goal-Setting

Teachers must model ideal behavior and be fair, respectful, and consistent. Soliciting student input can help, as will keeping students busy and challenged. Remember, students have expectations of you, too.

What you believe about your students has a direct effect on their learning. (Marzano, 2007) Click to read more.


How to Get Students Ready for Learning (4:23

Researcher Robert Pianta offers these suggestions for teachers who want to change their behavior toward problem students. Click for link.

It's important to set high expectations in the area of affective domain, for both students and teachers, so that students can receive content introduced, respond and engage appropriately, find value in the learning process, organize their new found knowledge and characterize the learning experience as important and meaningful. Click to blog post on more thoughts of affective domain.

EXAMPLE STRATEGY: At the beginning of the year have each student write down the grade he/she wants and two things they feel they must do to achieve it.

In this blog post, math teacher Joey Till talks about the importance of student work being "personalized" in order for them to truly take pride in it. And Libby Woodfin describes how that personal pride makes lessons "stick."


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