Can a teacher's expectations make or break progress?
The expectations teachers have of their students inevitably effects the way that teachers interact with them, which ultimately leads to changes in the student’s behaviour and attitude. The work of Robert Rosenthal and Lenore Jacobsen (1968) shows that teacher expectations influence pupil performance. They found positive expectations influence performance positively and they described this phenomenon as the Pygmalion Effect.
This is a piece of research every teacher should know.
The Golem Effect
The theoretical counterpart to the Pygmalion Effect is the Golem Effect, in
Geoff Petty at http://geoffpetty.com/ and Mike Gershon at https://mikegershon.com/resources/ provide great resources free on AfL, differentiation, thinking skills that are brilliant in designing courses, CPD and independent research.
There’s also the work of Carol Tomlinson demonstrated in a freely available ppt online at http://caroltomlinson.com/handouts/Strategies%20for%20Differentiation.pdf
I would also cite recent contributions from a certain Ross ‘someoneorother’ and John Tomsett, Stephen Tierney and Tom Sherrington as great sources? However, the gist of differentiation is surely high expectations, challenge and relationships?
And from a students perspective, Tomlinson’s questions are as pertinent today as ever;
What would the answers to these learner questions be in your classroom?
Will I be affirmed in this place?
Will people accept me here—find me acceptable?
Will I be safe here as I am?
Will people listen to me and hear me?
Will someone know how I’m doing and how I’m feeling?
Will they care? Will people value my interests and dreams?
Will my perspectives be honored and acted upon?
Will people here believe in me and in my capacity to succeed?
Can I make a contribution in this place?
Will I make a positive difference in the work that goes on here?
Do I bring unique and important abilities to the work we need to do?
Can I help others and the class as a whole do better work and accomplish more important things than if I weren’t here?
Will I feel connected to others through common goals?
Will I grow in power here?
Is what I learn going to be useful to me now as well as later?
Will I learn to make choices that contribute to my success?
Will I understand how this place operates and what is expected of me here?
Will I know what quality looks like and how to achieve it?
Is there dependable support here for my journey?
Do I see purpose in what we do here?
Do I understand what I’m asked to learn?
Will I see meaning and significance in what we do?
Will what we learn reflect me and my world?
Will the work engage and absorb me?
Will I be stretched and challenged in this place?
Will the work complement my abilities?
Will it call on me to work hard and to work smart?
Will I be increasingly accountable for my own growth and contribution to the growth of others?
Will I regularly achieve here things I initially think are out of my reach?
(Tomlinson, 2003)
Mark – flattery will get you everywhere – thanks for your comments and contributions to TT. You are our top commentator 🙂