Teacher Expectation & Student

Performance

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!
Maray an
pick-up!

Medyo
maluya-luya
Adelantada!
Matibay na aki!

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!