High Expectations. Addressing the needs of high poverty, minority kids. Based on the work of Ruby Payne, the TESA study and program, Lauren Resnick, Carol Dwek and others. The greatest single factor affecting student achievement is the teacher in the classroom. Robert Marzano. Questions?.
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Addressing the needs of high poverty, minority kids.
Based on the work of Ruby Payne, the TESA study and program, Lauren Resnick, Carol Dwek and others
Can ALL students achieve at the levels that we want them to?
Can students get “smarter”?
Many of our students TODAY fit the model of what we only used to see in urban (Inner-city) schools
They can learn . . .
But we must learn first!
Teacher Expectations Student Achievement the teacher in the classroom. Robert Marzano
The Self-fulfilling Prophecy
Robert K. Merton, 1948
A Self-fulfilling prophecy is said to occur when one’s belief concerning the occurrence of some future event … makes one behave in a manner …that increases the likelihood that the expected event will occur…. Eden, 1990
It is expectancy in the sense of that which what the expecter, or “prophet,”believes is likely to occur, rather than that which a person believes ought to occur, that leads to the behavior that fulfills the prophecy.
Your students need expecter, or YOU to become the prophet of their success!
The expecter, or reality of our existence is based upon our ideas about ourselves, our circumstances, and our prospects for the future. Other people play an important role in the development of our internal and external reality.
Parent Expectations expecter, or
Rosenthal  suggests four mediating factors in this inter personal expectancy:• socioemotional climate• feedback• input• output
Are we “telling” our students that they are successes or failures without telling them anything?
People give more feedback and more varied feedback to people of whom they expect more.
We should not let our compassion for students interfere with our mission to educated them. Communicating high expectations is our most important task with our low performing students.
Teachers give pupils opportunities for producing output by assigning them challenging projects or by calling upon them to do something extra, beyond the minimal requirements.
Discuss with a partner. . . .
What effect do teacher expectations have on student achievement?
Please state the following out loud:
So how can you do that?
So who tells them they are “smart” or “dumb”?
Discuss with a partner where your students are.
Where do we want them to be?
Stakeholders in the student’s life need to promote it and build it?
Who needs the detailed feedback more…
Low achievers or high achievers?
Teachers should make accurate comments about eachstudent's response. The feedback should note that an answer was correct or incorrect and, in the best circumstances, would explain "why.“
Good feedback/questioning would ask the student to explain why?
Teachers need to think about how to reseat students, how to rearrange seating for easier access, and how to move closer to students who are off task.
Teachers should identify the two or three students who received the least amount of attention, even when they called for help in a proper manner, and then make a conscious effort to assist these students in a non-threatening way.
Teachers should give energetic, positive feedback and rewards to all students, with a special concentration of attention for the perceived low performers.
IMPORTANT: The praise should directed toward the growth of learning and not the level or measure of learning.
Students need to know that it is their effort and growth that counts and not whether or not they make “A’s”.
“Straight A” students are not being challenged enough”. (Wise)
Teachers should be familiar with Bloom’s question levels and stem choices and use them with scaffolding to challenge students to think at higher levels. In this way, teachers would communicate that all students were expected to perform complex thinking tasks.
Teachers should be conscious of how they respond to high and low-status groups by the way they give attention to these students.
Teachers should respond to students with courteous statements such as "thank you" and "please," and avoid the use of sarcastic tones and belittling phrases.
Teachers should push all students to expand on their answers, to ask all students a second or third follow-up question that forces them to delve more deeply into course content, and to provide clues that would help all students, especially the lowest performers, to give a full response.
Allow for and structure time for low achievers to discuss content and delve deeper.
If we believe, inter personal expectancy:
they will achieve!