![]() ![]() Communicate high expectations through your planning.So how might we interrupt the damage that low expectations causes? We turn to the work of Australian educator Christine Rubie-Davies, who has researched how high-expectations teaching is manifested in daily practice. In no way do we believe that caring educators intentionally lower expectations. TNTP (formerly The New Teacher Project) further documented the long-term trajectory of low expectations over multiple school years, noting that some students fall further behind with each passing year and never catch up. The researchers found that a startling percentage of tasks were below grade level, focused on basic recall rather than analysis, and held a low cognitive demand. They analyzed thousands of assignments in English/language arts and mathematics in the spring of the school year. Education Trust explored this phenomenon in a series of Equity in Motion reports. Educators rarely assign tasks to students that they do not believe most can successfully complete as a result of teaching. ![]() Assignments are a stellar example of this. Many of these come in the form of actions, not words. In other words, the evidence is you get what you expect.Įxpectations telegraph to students what the teacher believes they can and cannot accomplish. In some cases, race, ethnicity, language proficiency, disability, gender, even appearance can subconsciously influence the expectations of a child. ![]() Hattie analyzed 613 studies on teacher expectations as part of the Visible Learning database and found that student achievement tracks closely with teacher expectations. The evidence of the impact of teacher expectations on student learning is both broad and deep. He has published numerous articles on teaching and learning as well as books such as The Teacher Clarity Playbook, PLC+, Visible Learning for Literacy, Comprehension: The Skill, Will, and Thrill of Reading, How Tutoring Works, and most recently, How Learning Works : ĭouglas Fisher, Ph.D., is a professor of educational leadership at San Diego State University and a teacher leader at Health Sciences High. Her published titles include Visible Learning in Literacy, This Is Balanced Literacy, Removing Labels, and Rebound. Nancy Frey, Ph.D., is a professor in educational leadership at San Diego State and a teacher leader at Health Sciences High and Middle College. Today, Nancy Frey, Ph.D., Douglas Fisher, Ph.D., and Whitney Emke share their responses. You might also be interested in The Best Resources for Learning About the Importance of Teacher Expectations. I’m not sure that we talk enough about the importance of teacher expectations in the classroom and hope that this two-part series might spark some conversation. What is the role of teacher expectations in instruction? (This is the first post in a two-part series.) ![]()
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