Creating a Classroom Culture of High Expectations

Creating a Classroom Culture of High Expectations

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People First Language

Kathie Snow. (n.d.) A few words about People First Language. Disability is Natural. Retrieved August 1, 2012 from http://www.disabilityisnatural.com/images/PDF/pfl-sh09.pdf Kathie Snow. (n.d.) A few words about People First Language. Disability is Natural. Retrieved August 1, 2012 from http://www.disabilityisnatural.com/images/PDF/pfl-sh09.pdf

“People First Language puts the person before the disability and describes what a person has, not who a person is.”

• Gain knowledge of the importance of high expectations in the classroom• Gain knowledge of students’ responses to high

expectations• Gain knowledge of examples of high expectations

in the classrooms

5

What do you already know?

In an effort to better understand participant knowledge level,

please take a moment to answer these pre-questions that will

appear on your screen:

VocabularyVocabulary

• Teacher Expectations are inferences or assumptions made about future student behavior.

Teacher ExpectationsTeacher Expectations

• have both a positive and negative effect on student learning and achievement

• influence the ways in which teachers evaluate students, behave toward students, and make decisions about students

Good, T. L., & Brophy, J. E. (2003). Looking in classrooms (9th ed.).

Pygmalion EffectPygmalion Effect

• asserts that “ones expectations about a person can eventually lead that person to behave and achieve in ways that confirm those expectations”

Rosenthal & Jacobson (1968)

Behaviors That Teachers Display for

High and Low Expectations

Behaviors That Teachers Display for

High and Low Expectations

Teacher Behavior for Students with High Expectations

Teacher Behavior for Students with High Expectations

• Praise students for success and less likely to criticize for failure in classroom task

• Offer feedback on assignments at a higher rate• Correct and probe for students to answer questions• Criticism as a means of communicating high

standards• Grading-given the benefit of the doubt

Good and Weinstein (1986): General Dimensions of Teachers’ Communication of Differential Expectations

Teacher Behavior for Students with Low Expectations

Teacher Behavior for Students with Low Expectations

• Wait less time for students to answer questions• More likely to give the answer than probe • Tend to reward inappropriate or incorrect responses • Pay less attention/or do so privately more often than

publicly• Call on less frequently• Seat student further away• Smile less/less eye contact• Offer less learning material• Criticism as a means of degrading them, cutting them

off from attempts to complete work

Good and Weinstein (1986): General Dimensions of Teachers’ Communication of Differential Expectations

Teacher Behavior-Effect on LearningTeacher Behavior-Effect on Learning

• Widen the gap between low and high achieving students

• Affect students’ own beliefs about their competencies

Student Responses To Expectations

Student Responses To Expectations

Student PassivityStudent Passivity

• Defined-inactive; a lack of initiative• Due to students being called on less often,

teachers giving answers, students having a shorter wait time and students not likely to have the correct response.

Silent StudentsSilent Students

Why?•Personal anxiety or anticipation of possible embarrassment•Low self-confidence vs. low knowledge•Cultural reasons•Prefer to learn by listening and thinking

Silent Students: Perspectives on More Verbal Classmates

Silent Students: Perspectives on More Verbal Classmates

• Irritating• Self-Centered• Keeping others from having

a turn• Smart (know it all)

Rosenthal, R. (1991). Teacher expectancy effects: A brief update 25 years after the Pygmalion experiment. Journal of Research in Education

Self-Fulfilling ProphecySelf-Fulfilling Prophecy

• Defined -- The process by which a person’s expectations about someone can lead to that someone behaving in ways which confirm to the expectations

• Pygmalion in the Classroom -- Research by Rosenthal and Jacobson

Students’ Perceptions of Teacher Expectations

Students’ Perceptions of Teacher Expectations

• Expectations, either high or low, can become a self-fulfilling prophecy.

• Teachers’ beliefs about student potential are particularly powerful for students of color and students from poor families.

Lisa Delpit (2012). Multiplication is for White People

High ExpectationsHigh Expectations

• High expectations is both a belief about student capability and specific actions undertaken to make those beliefs a reality.

High Expectations

Response OpportunitiesResponse Opportunities

• Individual Help• Probing, Rephrasing, and

Clues• Wait Time• Equitable Response

Opportunities• Higher Level Questions

Interactions that Facilitate High Expectations: Wait Time

Interactions that Facilitate High Expectations: Wait Time

• Students who volunteer to answer will increase as will the length of their responses

• Responses will demonstrate critical thinking

supported by evidence or logic

http://www.youtube.com/watch?v=dBnuSUL0ymM

Equitable Response Opportunities Equitable Response Opportunities

• The number of times teachers call on students is directly related to the level of expectations they have for them

• Teachers call on students when they have confidence in their ability to answer a question

• Teachers call on less students in whom they have little confidence

http://www.youtube.com/watch?v=1W0Yrk3GZ_U

Interactions that Facilitate High Expectations: Questioning

Interactions that Facilitate High Expectations: Questioning

•Leveling questions is a good practice, it helps students to stretch their thinking

•Rephrase questions to aid students understanding

• Give students clues rather than pass over them

Interactions that Facilitate High Expectations: Questioning

Interactions that Facilitate High Expectations: Questioning

• If students are only asked questions that require low levels of intellectual involvement they will tend to think accordingly

• Students who are given questions based on higher levels of thinking will tend to think more creatively

Interactions that Facilitate High Expectations: Bloom’s TaxonomyInteractions that Facilitate High

Expectations: Bloom’s Taxonomy

Bloom’s TaxonomyBloom’s TaxonomyHigher Order

Thinking Skills (HOTS)

Lower Order Thinking

Skills (LOTS)

http://www.youtube.com/watch?v=CW8JQfjmhCE&feature=youtu.be

Personal RegardPersonal Regard

• Proximity• Courtesy• Touch• Personal Interest

Interactions that Facilitate High Expectations: Proximity

Interactions that Facilitate High Expectations: Proximity

• Proximity communicates value

• Provides the teacher an opportunity to develop a bond with each individual

Interactions that Facilitate High Expectations: Touching

Interactions that Facilitate High Expectations: Touching

• Shake hands• High five• Thumbs up• Smile

Boynton & Boynton (2005) Educator's Guide to Preventing and Solving Discipline Problems

http://vimeo.com/41421052

Interactions that Facilitate High Expectations: Personal Interest Interactions that Facilitate High Expectations: Personal Interest

• Incorporating students’ personal interests into academics

• Noticing individual accomplishments and important events in students' lives

• Interacting with students as individuals

Good, T. L., & Brophy, J. E. (2003). Looking in classrooms (9th ed.).

http://youtu.be/xNIJCs0U1PM

Expectations and SupportExpectations and Support

• Increase expectations without helping students achieve success almost always leads to frustration and failure

FeedbackFeedback

• Affirm or Correct Response

• Praise Performance

• Give Reason For Praise

• Listen Attentively

• Accept and Reflect Feelings

Feedback: Grading StrategyFeedback: Grading Strategy

• What does an “F” really mean?• Grading: A, B, C, and NY (Not Yet!)

communicates what is expected from students

Feedback with FamiliesFeedback with Families

• Effective teachers produce and share progress reports and grades weekly with families and students

• Reaffirms the teachers and families approach to students learning

Porterfield & Carnes (2012) Why Social Media Matters

FeedbackFeedback

• Beginning and ending every instructional segment with a review of past learning and the big picture

• Inspiring students to probe “why?” and “how do you know that you know?”

• Requiring students to express their thinking and learning through speaking, writing and designing

FeedbackFeedback

• Students need constant feedback on how well they are performing

• Feedback is a two way proposition

High Expectations

Building Capacity

• When you leave today, what will you do with this information?

• How will you share it with others in your district?• When will you share it? (Timeline)

Note: If you are on the district leadership team, this information will be useful in completing your district’s LASPDG 5 Year Plan

45

Let’s Take a Poll!

Please take a moment to answer these post-questions regarding

your knowledge:

Questions?Please use your chat pod if you have

questions related to this presentation

• You may email any questions to Summer Whitmore swhitm1@lsu.edu

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