Teacher Expectation & Student Performance

Sonia D. Teran Tinago High School

Types of Expectation

1. Teachers perception of where a student is at the present moment. This behavior is predicated upon how a teacher perceived a student initially.
Garo may kaya! Garo bright man! Medyo maluya-luya Adelantada! Matibay na aki!

Maray an pick-up!

Types of Expectation
2. Teachers prediction about how much academic progress a student will make over a specified period of time. The slow learner is naturally predicted to attain slow academic progress while the bright one is expected to shine in almost all areas. Cumulative in nature.

Types of Expectations
3. The degree to which a teacher over- or underestimates a students present level of performance. This results from a teachers estimate of student ability based on some formal assessment which are believed to provide an accurate measure of students ability. For example: the periodical tests, intelligence tests etc.

EXPECTATIONS

Pygmalion or Self-fulfilling prophecy

Sustaining Expectation Effect

Effects
Pygmalion effect happens because a student often internalizes teachers expectation over time. When this occurs, his motivation, self-concept, and attitudes may change.

Effects

2.

Sustaining expectations effect occurs when teachers respond on the basis of their existing expectations for students rather than to changes in student performance caused by sources other than the teacher.

Low Expectations: Why do they exist?

Misuse of Testing
o accurate gauge of a students potential to

learn (intelligence is stable and unchanging)

Categorize students and determines what

type of education is suited to them (tracking at an early age)

Low Expectation
Misdiagnosing Students Potential to Learn
emphasis on ability rather than effort in assessing

academic potential of students students who perform poorly in standardized tests are perceived (and eventually perceive themselves) to have low ability.

Low Expectation
Teacher Efficacy
Teacher efficacy classroom control * willing to work with high ability students because control is not perceived to be an issue * limit interaction with low ability students

Low Expectation
Classroom and Instructional Strategies
Research in urban education suggests that much of the curriculum development conducted in school is driven by the belief that certain skills are basic hence students have to master them first before they can go on to achieve more advance skill. Result: Instruction is centered on the basic

Low Expectation
Haberman in his article, The Pedagogy of PovertyVersus Good Teaching identified the set of teaching acts that constitute the core functions of urban teaching. Giving information asking questions Giving direction making assignments Monitoring seat works reviewing assignments Giving tests reviewing tests Assigning homework reviewing homework

Low Expectations
settling disputes marking papers punishing non compliance giving grades

When performed to the systematic exclusion of other acts, they constitute a pedagogy of poverty that is predicated on four syllogisms

Low Expectations
Teaching is what teachers do. Learning is

what students do. Therefore, students and teachers are engage in different activities. Teachers are in charge and responsible. Students are people who still need to develop appropriate behavior. Therefore, when students follow teachers direction appropriate behavior is taught and learned.

Low Expectations
Students represent a wide range of individual

differences. Many students have handicapping conditions and debilitating home lives. Therefore, ranking of some sort is inevitable, some will end at the bottom of the class while others will finish at the top. Basic skills are pre-requisite for learning and living. Students are not interested in basic skill. Therefore, directive pedagogy must be used to compel students to learn basic skills.

Low Expectations
Lack of Resources
Lack of sufficient training for staff Low/lack of parental involvement Lack of facilities, supplies, and learning materials

High quality staff development resulted in high teacher expectations. (Guskey, 1982)

Low Expectations
Lack of Vision and the Issue of Leadership
clarity of purpose Shared high expectations for students and

teachers Movement away from the concept of principal as leader toward concept of leadership by all staff

What can be done?

Interventions need to occur on multiple levels simultaneously. They must focus on interactions 1. inside the classroom between teacher and student 2. between the classroom and the school/district 3. between the school and the parents

 Changes that are needed will take place only when

we begin to view the school as a complex system in which every decision has long term implications. Roles that teachers ought to play in the service of students are enhanced by the development of the teachers intellectual power and professional socialization. Educators must recreate schools in which everyone works together to have the school they desire.

Inside classroom

Acquisition of new knowledge and skills -educators must make a

personal commitment to pursue new knowledge and to allow that knowledge to influence what we believe and what we do as educators.

Inside the classroom

Brain research

- traditional belief about learning is now supplanted with new findings about how human learn. Knowing about these and their implications to education can tremendously improve expectations. (See handouts)

Inside the classroom

New thinking about educating children

of poverty
Many assumptions about the current deficit model for educating disadvantage students have been rethought. Traditional beliefs about such students are: (Refer to handouts please)

In the School
Knowledge of current reality - important in making
decisions about strategies and innovations - clear understanding about why change is needed

In the school
Rethinking the role of leadership
85-90 percent of an organizations problem are due to decisions made by the leader. (Deming) Leaders new work should include commitment to: -being the organizations architect - providing stewardship - being a teacher

In the school
School climate

Climate issues that must be addressed are: 1. Communication 2. Team learning 3. Shared vision

Climate Issues
The kind of conversation in schools should occur in a climate of collegiality rather than congeniality. Collegiality is typified by the presence of four specific behaviors: Adults in schools talk about practice. 2. Adults in schools observe one another engaged in in the practice of teaching and administration.
1.

3. Adults in schools engage one another in work on curriculum by planning, designing, researching, and evaluating curriculum. 4. Adults in schools teach one another what they know about teaching, learning, and leading.

Team Learning- cultivate the spirit of inquiry; suspend ones own position to listen to others. This way leads to better understanding. Shared Vision- should be group vision, what you want the school to become must be clearly understood and accepted by everyone.

The risk for our children in school is not a risk associated with intelligence. Our failures have nothing to do with poverty, nothing to do with race, nothing to do with language, nothing to do with style, nothing to do with the need to discover new pedagogy, nothing to do with development of unique and differentiated special pedagogues, nothing with the childrens families. All these are red herrings. (Asa Hilliard)

If our destination is excellence on a massive scale, not only must we change from the slow lane into the fast lane; we literally must change highways. Perhaps we need to abandon highways altogether and take flight, because the highest goals that we can imagine are well within reach for those who have the will to excellence.

the end.
Thank you and a good day to all!