Gretchen Greywall
Module 4: Unit 2: Activity 4
Reflections on High Expectation
Objectives:
- Discuss why high expectations, student goal setting, and pride in work are important for student success. Include references.
- Discuss the importance of student goal setting and provide specific examples. Include references and specific examples.
- Discuss the importance of student's pride in work. Include references and specific examples.
- Include ways in which I could apply this information in my own teaching through reflection and specific proposals.
- Answer the 3 questions from Virtual Classroom 2 on classroom expectations
- Include a section on the performance of my group member from Activity 3.
High Expectations
People who are not
provided with expectations will invariably gravitate toward
mediocracy or even failure. Expectations serve as a form or guidance
and organization. They motivate people. In regards to education, high
expectations are any efforts to set the same high standard for every
student in a class, school, or educational system. It is the belief
that not holding students to high standards denies them access to
high quality education. Setting high expectations can psychologically
effect students in two major ways; the pygmalion effect and the
Hawthorne effect. The pygmalion effect states that the greater the
expectation placed on people, the better they perform. The Hawthorne
effect states that people will perform better if they know an
experiment is taking place or that they are being evaluated. In
short, students that are given low expectations will perform low and
students that are given high ones will perform high. (The Glossary of
Education Reform, 2013)
Expectations in
the classroom can fall into three major categories: academic,
behavior, and affective domain. Each cannot function without the
other. A success in one lends success to the others.
Academic success
is the central focus of every school. Academic success is important
for for the individual student for a number of reasons. Academic
success reflects the values that we hold high in society. Well
educated individuals are more likely to be successful adults, they
are more likely to have a job, have a higher salary, be more stable,
be less likely to be dependent on social services, and are less
likely to commit crimes. In short, they are more likely to be active
citizens and benefit society. Students who are academically
successful are less likely to be depressed or to be plagued by
anxiety. They have higher self-esteem and are less likely to get into
legal trouble. In short, they are better adjusted. On a larger scale,
it is important to society to have academically successful citizens.
Furthermore, as America's scholastic credibility on the world stage
shrinks, more international or foreign individuals are coming into
the country and replacing American citizens in skilled professions or
high-skilled jobs are being fulfilled elsewhere in the world.
Students need to be successful to be able to survive in this
increasingly competitive world. (Ozturk, M., Debelak, C., n.d.)
For students to
succeed, expectations need to be implemented. First of all, teachers
need to teach their students what high expectations are and that it
is possible for them to succeed at everything. Teachers need to
demonstrate what is expected. They need to maintain a positive
attitude and believe in the ability of each student that they can
learn and excel. Teachers can demonstrate this through their
comments, attitudes, behavior, tone, responses, gestures, facial
expressions, enthusiasm, and approachability. By demonstrating an
unbiased attitude, demonstrating expectations, and listening to
students, academic success is greatly aided. (Campbell, K., 2012)
It is not only
academic success that is important in a child's development. Behavior
is also a key element. Children need to know how to behave in a
classroom before learning can start. As shown in Maslow's hierarchy
of needs, people need to feel safe before they can elevate to the
next level towards self-actualization. If students fulfill the
behavior expectations required of them, a suitable and safe classroom
can exist. This then 'frees' up students mind to learn if they are
not preoccupied with fear or distracted by other's bad behavior.
Behavior expectations should be built around safety, respect, and
responsibility. Rules should be collaborative, simple, short,specific
and few to avoid confusion. Furthermore, it is also the
responsibility of the teacher to treat students fairly and with
respect; the same way that they expect their students to interact
with each other. Infractions need to be met with immediate
consequences as well as long-term solutions to resolve the problem.
Furthermore, they need to be consistent and fair; building a
recognizable pattern to students. Students need to learn how to
interact with others and how to socialize appropriately for personal
development that will carry over into their adult life as well as
create an atmosphere where they can thrive and focus on the tasks
required of them (first at school then at work later on). (Campbell,
K., 2012)
The affective
domain is an essential part of learning that deals with emotions,
attitudes, motivation, willingness to participate, valuing that is
being taught, and incorporating and applying a discipline into life.
(Vinson, C., n.d.) Part of the effective domain is being able to tap
into the emotions and share those emotions. By working with student's
emotions, teachers can learn how to teach them better. It allows them
to approach the 'whole student' and personalize lessons, in effect
being a better teacher. If the affective domain is not dealt with
appropriately it can inhibit or even prevent students from learning.
By creating a more open classroom, students are more able demonstrate
creativity, curiosity, positivity, and independence without the fear
or ridicule. (Farley, J., 1982) Furthermore, according to Maslow's
hierarchy, people must feel as though they belong and that they are
loved. By exhibiting a strong sense of the affective domain in class,
students can achieve that by feeling accepted; freeing them up for
self-actualization. It is therefore essential for teachers to create
expectations that focus on the ways children can be more comfortable
emotionally in the classroom; where every student feels valued and is
treated with respect.
Although
expectations are different for each, I would go about the creation
and implementation of expectations all in a similar way. I would
make different categories that address each section but that were all
based on safety, respect, responsibility, and accountability. In
essence, I would strive to create a safe learning space where
student's would feel safe to try and to express themselves without
ridicule. I would first have a discussion with the students about
pre-established expectations and what they would like to add to the
list or change. I would also encourage them to focus on self
expectations. I would then create a list of written expectations for
the class as well as create a checklist that would be sent home with
the student on a regular basis. This checklist would be evaluated by
me, the student and the student's parent. If there continued to be
low marks, I would take the next step in addressing the issue
personally with the counselor and the student's parents to see what
could be done next. I would try to address issues immediately and
give consequences immediately and fairly. In addition, I would build
a large, visual board for students to gain tickets/stars/ticks that
shows that they exercised positive behavior (take away for negative).
They could then turn in those positive points for tangible items or
for extra points on a test or quiz (token-economy).
Goal Setting
Goal
setting is similar to making expectations in that they are both based
in achieving something. But they do differ slightly. An expectation
is a belief that someone will or should achieve something. A
goal is the object of a person's ambition or effort; an aim or
desired result. In my opinion an expectation is a step in the path
towards achieving a goal. The goal is the desired result or end. For
example, the goal is to get an “A” in a class, the expectations
are the steps to get there (listening, doing homework, etc.). It is
important for students to set goals as a way of building motivation
and looking at the 'big picture'. It also helps them recognize the
reason for completing expectations. The process of setting goals
helps students visualize their future and decide how they want to
live or conduct themselves to reach those goals.
There are several ways for teachers to
help students with goal setting. One way is related to creating
expectations. Teachers can work with students to create a list of
goals. These can be different from expectations because they can be
result related (good marks, making a new friend in class, etc.) These
can be both long-term and daily. Here the teacher can use a tracking
or checklist type system and reward students with a tangible item
when their goals are met. For example, if the student's goal is to
get an “A” on an exam, the teacher can reward them with a star or
a ticket which they can later turn in for a prize. It is important to
include time lines so that student's can see a clear pattern between
accomplishing something and being rewarded for it. I also think it is
important for students to come up independently with their own goals.
This emphasizes that every student is an individual and they will
have goals that other do not. One way students could work on this is
by creating vision boards. They can cut out pictures or print them
off and make a collage of things they want for themselves. They can
then share this with the class (allowing the other students and the
teacher to get to know more about them) and then the teacher could
hang the poster in the class as a visual motivation. It can also be
used as a tool for teachers to point to when students might not be
doing their best. I would implement both the visual board and a type
of star-chart for my students. I already use a star-chart for
student's behavior and academic success in my classes. I teach
high-school and it even works with them. They are very excited when
they receive a star sticker for being 'good'. One then receives a
prize for 'best student' at the end of the week. I would aim to make
this chart more specific and have clearly written goals on it. I also
think the vision boards would help students be a bit more reflective
and think about what they really want out of the class, school, and
life in general.
Pride in Student's Work
Pride is an
essential step to learning. A child must feel a sense of self-worth.
As shown on Maslow's hierarchy, people need to have self-esteem
before they can self-actualize. Student's need to have pride in their
work if they are going to value feedback, respect teacher criticism,
and in effect learn. Students will value their own labour and what it
produces if the teacher shows values to the project. If it is
immediately discarded or rendered meaningless after it is handed in,
students will not exert as much effort and not value their own work.
The teacher needs to place emphasis on praising children's work and
making the value of it known. They can do this by presenting the work
to the class, hanging it up, writing special remarks to each student.
Furthermore, teachers should try to make activities more personalized
as well as project-based. When students get to create their own
presentations they get to express themselves. In doing so they take
ownership over the project and gain a greater sense of pride.
Therefore they will put in more time to make it a good project.
I aim to mark each
test and project with personalized comments and corrections to
demonstrate concern and build value in the work. Furthermore urge
students to create projects instead of tests when possible in an
effort to personalize it. I always have students present their work
and give them positive comments in front of the class. I also hang up
students work in the classroom and try to refer back to it when
lecturing; demonstrating the value and applicability of the project.
By doing these things, I think that I place value on the work and
hopefully students place value on their own work and will aim to put
effort in all their work because they want to be proud of it.
Virtual Classroom Questions
1: How can setting routines from the
1st day set high expectations?
By establishing
expectations on the 1st day of class, the teacher
demonstrates guidance and leadership. They are exercising classroom
management and a dominance over the class. They establish early on
what is tolerated, what is not, and what is celebrated in class.
Students will learn the correct behavior and understand what is
expected of them if they are taught from the beginning and not have
memories or experiences of acting otherwise (where they got away with
it) that they can refer back to. Furthermore, the teacher should be
consistent and fair in the implementation of consequences. This will
demonstrate an easy to understand and follow pattern for the
children. It is easier to start with strict or high expectations and
maybe let them slide from time to time rather than starting low and
then trying to raise them.
2: How can developing relationships
with students assist in managing their behavior?
Teachers should
make an effort to get to know each child individually and vice versa.
The teacher should share information about their own life and make an
effort to be more friendly, approachable, and relatable. This will
help in building a relationship with the student. Relationships not
only help build trust and empathy but it will help in personalizing
lessons for students. If the teacher gets to know more about them
then they can make lessons, analogies, anecdotes based on the
students and spark their interest. If they are more interested in the
lessons than they are less likely to act up. Furthermore, by building
a relationship students will be more likely to open up to the teacher
as well as take advice. It will be easier to have discussion with the
student and try to get to the bottom of the problem and the student
more likely to listen to the teacher if they like and respect them.
3: What is the difference between
treating all students equally and treating them all fairly?
Although equal and
fair are often used as synonyms for one another, they are actually
different. 'Equal' means evenly proportioned. Whereas 'fair' means
free from bias or dishonesty. To treat all students equally means to
give every student an equal amount of time and concern. It means not
to only pay attention or give class time to high achieving students
but to divide your attention to also include the low achieving or
troublesome students. To treat all students fairly means to rid one's
self of bias and treat every student with the same amount of care. It
means that the teacher needs assert the same quality of interactions
with each student to make them feel like an active and appreciated
part of class.
Group Member Performance: Kwame
Kwame was a good
partner for this project. I messaged him early in the week and he got
back to me right away for a plan on the collaborative glog. He acted
in a professional manner. We were able to discuss points with each
other via email as well as on the discussion forum. I appreciated
that he was keen to collaborate and divide the sections of work but
then to also go back over the slides that were not 'our own' and add
information and adjustments to create a truly collaborative project.
Sources:
Campbell,
K. (2012). National
Association of Secondary Principals: Expectations: Do you have them?
Do Students Get Them? Retrieved
from:
http://www.nassp.org/tabid/3788/default.aspx?topic=Expectations_Do_You_Have_Them_Do_Students_Get_Them
Farley, J.,
(1982). Raising Student Achievement Through the Affective Domain.
Educational Leadership, 502-503. Retrieved from:
http://www.ascd.org/ascd/pdf/journals/ed_lead/el_198204_farley.pdf
The
Glossary of Education Reform. (2013). High
Expectations. Retrieved
from: http://edglossary.org/high-expectations/
Vinson, C. (n.d.)
Learning Domains and Delivery of Instruction. Retrieved from:
http://pixel.fhda.edu/id/learning_domain.html
