1. Addressing the needs of high poverty, minority kids.
High Expectations
Addressing the needs of high poverty, minority kids.
Immigrant children account for 20% of all children in the U.S.
Of all immigrant children in the U.S., 40% are from Mexico
Between 1972 and 2004, enrollment rate in degree-granting institutions of U.S. of immigrants aged increased from 25.5% to 38%:
Hispanics 1972: 13.4% 2004: 24.7%
Whites 27.2% %
Hispanic students in the U.S. *
For every 100 Hispanic elementary school students, 48 drop out of high school, and 52 graduate from high school.
Of the 52 who graduate, 31 enroll in college.
Of the 31 who enroll in college, 20 go to a community college, and 11 go to a 4-year institution.
Of the 20 who go to community college, 2 transfer to a 4-year college.
Of the 31 who enrolled in college, 10 graduate from college.
Of the 10 who graduate from college, 4 earn a graduate degree, and less than 1 earns a doctorate.
The Road to College - Report to the Lumina Foundation 2007
Remarks to teachers from Dr. Holly Carter, author of “The Culture of Urban Poverty”:
How would you make learning relevant if you taught in a war zone?
In poverty the valued “learning experience” is survival learning, not structured learning.
Survival learning never displays knowledge; plays dumb till something is needed to survive.
If you know too much, you can be considered a threat
“My best advice to a teacher is to spend a day at a homeless shelter”.
Based on the work of Ruby Payne, the TESA study and program, Lauren Resnick, Carol Dwek and others

2. The greatest single factor affecting student achievement is the teacher in the classroom. Robert Marzano

3. Questions?
Can ALL students achieve at the levels that we want them to?
Can students get “smarter”?
Yes but not at the same rate

4. Summary They can learn . . . But we must learn first!
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!
Today’s suburban poor are facing many of the same problems as their urban counterparts. More single parent families, more families with two bread winners, more dysfunctional families, more low income housing in the suburbs lead to many of the same problems.

5. The Certainties You want to reach more of your students.
You want all of your students to be successful.
You will not let who your students are today keep you from helping them become who they can be tomorrow.
I would love this heading to be The Certainties…
Fourth bullet
You will try to walk I their shoes; in order to do this, you must know THEM, not just what they do or don’t do in class…

6. The Learning Goals
I will understand that High Expectations produce Achievement, regardless of the intelligence of the student.
I will learn how to address the needs of my students by understanding how to interact with them.
This training is based on expectation theory. Can anyone tell me what expectation theory is?
Based on a number of specific assumptions:
• behavior is based on both internal and external forces; different environments tend to produce different behaviors, just as dissimilar people tend to behave differently in similar environments;
• people make decisions about their own behavior;
• people have different types of needs, desires and goals [these are not random and can be examined systematically];
• people make decisions among alternative plans of behavior base on their perceptions of the degree to which a given behavior will lead to a desired outcome - expectation.
There is an interlocking aspect to these assumptions - that the expectations
of person A. affect the expectations of person B. This impact is exacerbated when person A is significant. Teachers are significant to students.
I will try to meet the families of my students and get an idea of the home environment.
If the home environment is not conducive to learning, I will:
Speak to parents and try to create a better learning environment at home, or
Keep the student in the school campus as long as possible after school in order to maximize the learning mode.

7. Expectations Teacher Expectations Student Achievement
The Self-fulfilling Prophecy
Expectations
Reinforcement 1 3
Fulfillment
New
Behavior
Robert K. Merton, a Columbia University sociologist originated the concept in There he described self-fulfilling prophecy as a three stage process beginning with the person’s belief, false at the time that it is held, that a certain event will occur in the future. In the second stage this expectation, or “prophecy”, leads to some new behavior that the person would not have performed were it not for his/her expectations. In the third stage, the expected event occurs and the prophecy is fulfilled.
Merton used the example of an initially solvent bank. The process begins with a false belief that the bank is in trouble and may soon go bankrupt. This belief, or expectation, is the “prophecy”. This leads the person to perform new behaviors - in the case of the anticipated bank failure - a prompt withdrawal of all deposits. With the inevitable result is the fulfillment of expectations, the bank fails. Ironically, it was the panicked depositors who by their own actions, bankrupted their own bank without intending so and in most cases without being aware of their destructive behavior. Feelings of relief and self-righteousness often arise in the aftermath of SFP as witnessing the fulfillment reinforces the prophet’s initial [wrong] expectation.
Discuss: What happens if the belief is true? The behavior reinforces the belief. 2
Robert K. Merton, 1948

8. 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
There has to be TWO changes that take place before we can effectively raise the achievement of low performing students.
We have to have the expectation that low achieving students can become High Achieving students.
a. We have to start treating these students as high achievers
Low achieving students have to believe that they can become High achievers

9. What are your Expectations?
Expectation: • to look for as due, proper or necessary • to look for as likely to occur or appear
These two meanings of expectancy - likelihood of occurrence and normative - are sufficiently different that they can be contradictory. If the teacher tells a student that s/he is expected [ in the normative sense] to get to school on time, but in her heart she actually expects [in the probability sense] the student will be late, it is the probabilistic and not the normative one that will be unwittingly communicated and initiate an self-fulfilling prophecy which may result in tardiness.
Performance expectation refers to the level at which the teacher believes the student is likely to perform.

10. 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.
It is important to understand that self-fulfilling prophecy is somewhat of a misnomer. The prophecy does not fulfill itself; it is a mental abstraction that cannot “do” anything. It is the prophet who, acting under the influence of the prophecy, behaves in a manner that molds events to conform to his/her expectations. The prophet is able to manipulate the behavior of the other person through a) believing strongly in his/her own expectation, and b) consciously on subconsciously behaving in ways that make the expectation happen. This manipulation is a substantial part of the maintenance of the pathology perspective of people with problems in living.

11. Your students need YOU to become the prophet of their success!

12. Test: maze-bright and maze-dull rats in a maze learning study.
“To illustrate, Rosenthal and Fode [1963] had psychology students serve as ‘experimenters’ in what was introduced to them as a study of maze learning among laboratory rats described as having been bred to be either maze-bright or maze-dull. The students were told that rats designated maze-bright could be expected to perform well in the maze-running task, whereas those labeled maze-dull should perform poorly. However, the only difference between the rats designated bright and dull was the designation itself; in reality there was no systematic difference in innate maze-running ability as the rats were distributed to the experimenters at random.”
What was the outcome?

13. The rats designated as bright outperformed their controls beginning with the first day and continued through the fifth and last day of the experiment.
Furthermore, when asked to rate their own attitudes and behavior toward their subjects, experimenters who had been told that their animals were bright rated them as brighter, more pleasant, and more likable, felt more relaxed with them, reported behaving toward them in a more pleasant, friendly, enthusiastic, and less talkative manner, and reported handling them more and in a gentler manner.” [Eden ]
As prophets who fulfill their own prophecies, the experimenters got their animal subjects to fulfill their expectations. While human beings are more complex, the same experiences occur with them. “The existence of interpersonal expectancies has been supported by seven meta-analyses that cover 388 studies. Meta-analysis combines the results of a large number of studies and estimates the magnitude and significance of the overall effect. There remains no reasonable doubt that the experimenter effect is a real phenomenon. “ [Eden ]

14. The 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.
The common theme in all these phenomena, mythology, literary, and scientific, is that one person inspired by a vision, desire, prophecy, or expectation, persists in his relationship with another person, ultimately transforming that person in accord with his vision.
While other people in a child’s life may have a freedom to believe what they want about the child - teachers and clinicians have a professional self which has a duty to the child that requires a rigorous understanding of how their personal beliefs affect their professional responsibilities. The professional self demands a belief that what you believe will have a profound impact on those you serve.
This training therefore is to help teachers and clinicians examine their own expectations of the children they intend to help.
This is not necessarily easy to do. While the concepts are simple, the beliefs are often unconscious. To a large extent these interpersonal expectancy effects have been neglected by the very people responsible for care and development of children with problems in living.

15. Discuss with a partner. . .
What role does student’s belief about her ability to achieve affect her ability to achieve?

16. Interpersonal expectancy effects are transactional.
Essentially what we mean by this is that the beliefs of students about how teachers see them and how they believe teachers believe they can perform causes them also to become prophets - and act in ways to make their prophecies come true.
If a student believes that the teacher does not like them or does not believe that they can perform, they will act in ways that make that prophecy come true. Is it up to the student to prove that the teacher is wrong - and up to the professional to prove that the beliefs of the student are wrong?
The professional self must take the responsibility to change the mental context which shapes the reality. Adults often get into will struggles with children. These are not necessarily to be avoided, but they must be about the right things. To allow a student’s misbehavior to shape your belief system is unprofessional. To allow your professional belief in the use of positive expectation to change the belief of the child is to use the professional self effectively.
Would anyone care to suggest what actions are likely to be significant in transforming student beliefs?

17. Performance Self Expectations Parent Expectations Teacher Expectations
Once aroused to high performance by the teacher’s expectations, the student’s subsequent high performance may be sustained by the high self-expectations that s/he has internalized, and not by the expectations of a new teacher. This interpretation focuses on the student as the prophet who fulfills his/her own expectations. High expectation produces high performance. Another aspect is that having observed the student’s high performance or having been told about a student’s high performance, the new teacher is more apt to treat the student as a high performer. Credible high expectation communicated by an authority figure will tend to lead the student to think more of him/herself and consequently to perform better.
IN Shaw’s Pygmalion, Eliza Doolittle explains to Colonel Pickering after Professor Higgin’s experiment was over that “the difference between a lady and a flower girl is not how she behaves, but how she is treated”. And how s/he is treated affects not only the performance behavior, but the manner in which s/he places expectation on his/herself.
Coach Expectations

18. Rosenthal [1973] suggests four mediating factors in this inter personal expectancy: • socioemotional climate • feedback • input • output
Discuss

19. Socioemotional climate: is defined as behaviors that are nonverbal and mostly subconscious, that convey positive or negative feelings.
Are we “telling” our students that they are successes or failures without telling them anything?
It is difficulty to hide what you feel about another person. This is particularly true since many of the mental context upon which your behavior is determined are not conscious. Thus habitual behaviors that indicate how you feel take place without your even noticing.
Teachers must find ways to make conscious their beliefs about students. In consciousness, such beliefs can be disputed and reorganized.
People with problems in living are often hypersensitive to clues which support negative beliefs.
A culture of high positive expectation is important for all students, regardless of their level of mastery.
Question: How do we define high positive expectation.
The expectation must be within the potential of the students mastery, but always provide a challenge. “The reach should exceed the grasp”.

20. Feedback is an indispensable ingredient to any learning process.
People give more feedback and more varied feedback to people of whom they expect more.
Helpful feed back must indicate where the performance succeeds and where it fails. It should be questioning, helping the student answer small questions leading to a larger answer. It should provide analogies to help in the creation of concepts. It should include internal attributions and positive reinforcement.

21. Input, in the form of teaching more challenging material, is provided to those expected to do well.
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.
Discuss
People often, out of compassion, make the performance task simple. Such compassion sends a very clear message about expectations and since the message is not well thought out, it is often, not compassionate.
“If you believe you can, or you believe you can’t, you are probably right” Henry Ford - can be extrapolated to “If you believe s/he can or you believe, she can’t, you are probably right”.
The high expectation is more and harder material. The positive expectation is its potential for achievability and the positive belief that the student can achieve mastery.

22. Output is defined as producing a learning result as in answering a question in class.
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
If the classroom is a learning environment, then all the students must have the opportunity to participate in that environment. Avoiding calling on students to “save them embarrassment” is the equivalent of telling them that they can’t play.
If you fully believe that it would be an embarrassment, it is necessary to find new ways to provide opportunities for producing output in their own time and pace
CLASSROOM IMPLICATIONS

23. Classroom Implications

24. Teacher expectations: “inferences that teachers make about future behavior or academic achievement of their students, based upon what they know about these students now. [Thomas Good]
Such effects are called “self-fulfilling prophecies. Why is that the case?
Research has shown that when we believe [expect] something to happen in a certain way, we tend to behave in such a way as to support its happening?
Essentially what happens is that we sustain our expectations through our own behavior.
The definition above indicates that teacher expectations are based upon what they know about students - what information do you think is primary?

25. According to Good and Brophy, teachers quickly form expectations for individual students’ learning based primarily upon their own perceptions.
What perception might Good and Brophy be referring to?
Good & Brophy refer to race, gender, class, physical appearance and physical and emotional challenges.
Teacher additionally use more objective information such as past achievement, diagnostic labeling, test scores, etc. But are these truly objective? Past achievement is based to some extent upon the interaction of teacher and student and we do not know what expectations the teacher had or why! Diagnostic labels may show the weakness of a student, but rarely indicate the strengths.
The mind of the beginner is empty, free of the habits of the expert, ready to accept, to doubt, and open to all the possibilities.
In the beginner's mind there are many possibilities, but in the expert's there are few.

26. Teacher expectations Student achievement
The research is very clear about the impact of teacher expectations and student achievement. When teachers believe that students are not capable of high achievement they behave in ways that support this expectations and a self-fulfilling prophecy prevails.
It is teacher behavior that is the focus of this training. Once we have accepted that teacher expectations are key; what are the behaviors that we might need to address?
PREPARATION FOR NEXT SLIDE:
Three particular behaviors are indicated: response opportunities, feedback, and personal regard. Each of these has five levels of implementation.

27. The Professional Self Don’t believe everything you think!
If you remember at the very beginning we discussed the question of whether or not the expectation was true or false. As we begin the process of looking at what teachers can do to impact positively on students, we posit that “whether or not you beliefs are true - you have a professional responsibility to act as though all of your students are capable and competent. This is not a personal matter, in which you can decide how you will respond to a student. This is a professional matter and professional expectations are that you will provide to ALL students positive mediating factors.
What does this entail? It means that you must provide the rewarding benefits in an equitable fashion to all students. Such benefits are called outcomes in equity theory. According to this theory, individuals who receive more outcomes than others investing equivalent inputs should experience dissonant feelings of overpayment. Such feelings should motivate them to invest greater effort in order to restore equity, resulting in higher performance.
Thus a professional response which supplies excess rewarding benefits should have the impact of increasing effort resulting in higher performance.

28. Don’t believe everything you think!
What does this mean?
...Unknown events going on behind the scenes are in control of whatever happens on our subject stage. [Baar ]
Any highly practiced and automatic skill tends to become ‘modular’ --- unconscious, separate from other skills, and free from voluntary control [La Berge, 1980, 1981; Posner & Snyder, 1975; Shiffrin & Schneider, 1977].
In general, changes in context are not encoded automatically; they require consciousness. But once contextual information is encoded, it may control our routine actions and experiences without again becoming conscious. Every conscious event is shaped by a number of enduring unconscious systems which we shall call ‘contexts’. We should treat these mental context s as relatively enduring systems that shapes conscious experience, access and control, without itself becoming conscious. Contexts are like coalitions of unconscious specialized processors that are ‘already committed’ to a certain way of processing their information.
Being aware that our conscious thoughts are mediated by unconscious contexts means that we must always question our beliefs in light of the new experience before us.

29. What effect do teacher expectations have on student achievement?
Reflection
Discuss with a partner
What effect do teacher expectations have on student achievement?

30. Principles of Teaching and Learning
Effort produces achievement
Learning is about making connections
We learn with and through others
Learning takes time
Motivation matters
National Institute of School Leadership NISL

31. In addition they found that effort can improve intelligence!
Aptitude v. Effort
Lauren Resnick and Megan Hall studying the research of social psychologist and cognitive scientist found that effort is “just as, or more important than aptitude.”
In addition they found that effort can improve intelligence!
Intelligence is “learnable”!
Discuss the Resnick article highlighting the research supporting the need to improve students skills and understandings of how effort improves achievement and intelligence. We need to teach students to be metacognitive about learning.
Discuss great teachers who believed this: Ron Clark, Jaime Escalante, Marva Collins

32. So how can you do that? So how can you do that?
Please state the following out loud:
So how can you do that?

33. Building a “Growth Mindset”
Dr. Carol Dweck, “Mindset”, 2006
Fixed Mindset v. Growth Mindset
Fixed Mindset - Belief that you have innate intelligence that does not change
Growth Mindset – Belief that with effort you can “grow” and get “smarter”

34. Fixed Mindset
This has been the standard belief of many educators for over 100 years.
Partially (and improperly) attributed to Alfred Binet.
“A few modern philosophers. . .assert that an individual’s intelligence is a fixed quantity, a quantity which can not be increased. We protest and react against this pessimism…”
Discuss how these are not innate beliefs that a person is born with. These are learned mindsets that are introduced to children by others. A student who is bright when they are young and is continually taught that they are smart will believe that they are smart and will do “smart” things as long as they do not challenge the idea of their “smartness”. If these children perceive failure they are much less likely to attempt anything that is challenging to a point that it might show that they are not smart. Think of many “gifted” students who fail at tasks or think they do not need to do certain tasks.
Students who are told and who believe that they are not smart do not see the need to motivate themselves since it will not get them anywhere anyway “they are dumb and there is nothing that can fix that because you are born the way that you are.

35. Fixed Mindset – “Smart” Attributes
Children believe they are smart and will not attempt work that is challenging for them.
Children do not handle failure well because they have been told that they are smart.
These kids find work at lower levels easy and have received continued praise for their success. Their self-esteem has become tied to this continued praise. Because their mindset and worth are based on their view that intelligence is important they are uneasy with taking on any task that could result in negative responses. Thus these students have difficulty with assignments and projects that would challenge them. The result is that regardless of the innate intelligence that they have they will not continue to learn at the rate that they could and may be “passed” by the hard worker.
They believe that negative feedback about their performance in an attack on their intelligence.

36. Fixed Mindset – “Dumb” Attributes
Children believe they are not smart AND do not believe that they can achieve so effort is low.
They see no point in challenging themselves because they are “dumb” and always will be.
Children do not handle failure well because they see it as proof of their low ability.
Students who are told and who believe that they are not smart do not see the need to motivate themselves since it will not get them anywhere anyway “they are dumb and there is nothing that can fix that because you are born the way that you are.

37. Fixed Mindset – How do I get it?
So who tells them they are “smart” or “dumb”?
Parents
Teachers
Schools
Assessment
Parents: “Your are such a brilliant child.” “ Your brother could do this when he two years younger than you!”
Teachers: When we give more feedback, more praise and more accolades to “High” students without qualifying how they can improve, and less feedback to “Low” students, spend less time with them, etc.
Schools: Labels, labels, labels, Pre- AP, Honors, G-T, AP, IB, Ramp-up, Bridges, courses
Testing: third grade reading, TAKS, Benchmarks: How students perform on these determines how they feel about their intelligence because so much value is placed on them.
Students who are told and who believe that they are not smart do not see the need to motivate themselves since it will not get them anywhere anyway “they are dumb and there is nothing that can fix that because you are born the way that you are.

38. Growth Mindset
The growth mindset happens when students believe that effort and hard work will get them where they want to go academically and non-academically.
It affects, achievement, self-esteem, relationships, etc.
Students with a growth mindset view failure as a challenge and not as a measure of their worth. The believe that with hard work and perseverance they can overcome obstacles to their success. They view learning and improvement as their main goals and not grades. They view feedback about performance as a necessity and a learn experience and not an attack on their intelligence

39. Growth Mindset
When students have a growth mindset they look at failure as a challenge to improve.
Students (people) with a growth mindset believe that their intelligence is tied to their ability to improve who they are, both personally and academically.

40. High poverty, minority kids
Which category do they fit in and why?
Fixed Mindset (Smart)
Fixed Mindset (Dumb)
Growth Mindset
Discuss with a partner where your students are.
Allow time for discussion and then reflect with the group on the implications of this. Regardless of how great the strategies, plans and instruction are if the student has a fixed mindset that they can not achieve then they will most likely not achieve.
Although we have students in all three of these categories it is important to move all of our students to a GROWTH mindset.
Where do we want them to be?

41. How do we Promote the Building of the Growth Mindset?
Stakeholders in the student’s life need to promote it and build it?
Parents
Teachers
Schools
Assessment
With assessment, educators need to focus on growth over time, NOT on the grade of the day.
This can be a major philosophical shift for some educators. We need to be about showing improvement throughout the year and not just about making “A’s”. We need to be celebrating improvement and hard work, not just high scores.

42. How do we Promote the Building of the Growth Mindset?
Teachers need to believe and act upon the understanding that EFFORT produces ACHIEVMENT.
Teachers need to believe and act upon the understanding that EFFORT can improve INTELLIGENCE.
Teachers need to believe and act upon the understanding that HIGH EXPECTATIONS can GREATLY increase EFFORT in students.

43. How do we Promote the Building of the Growth Mindset?
When students BELIEVE that they can ACHIEVE then the self fulfilling prophecy becomes reality.
Teachers need to modify their behavior so that all students believe that they can achieve at higher levels through hard work.

44. Processing. . .
Based on your role in your school district what actions do you need to take to help support the building of a growth mindset in ALL of your students?
Once we set the –POSSITIVE self fulfilling prophecy in motion we need to build the Growth Mindset to to allow the student to internalize and perpetuate the belief.

45. Teacher Behaviors that Affect Student Behaviors
Teacher Expectations =
Student Achievement

46. Teacher Expectation Student Achievement - TESA
What were the teacher behaviors (and the expectations they evidenced) that Kermin and his associates found to have the greatest impact on low-performing children in the classroom?
There were 15 that they researched in the classrooms of Los Angeles and that became the heart of the TESA training program.

47. TESA Interaction Model
Equitable Response Opportunities is connected to giving the student an opportunity to produce a learning result. Equitable distribution refers to the equal provision of opportunities to all students. Individual help is provided only when the student requests help. The help is then offered in a learning “arousal” form. E.g., asking questions which solve parts of the problem leading to a whole answer OR providing resources in which help for the problem can be found. Latency means that the teacher gives the student time for response. Delving is a process of rephrasing or giving clues. Using a learning “arousal” process by probing further into what the student knows and does not know. Higher-level questioning is asking the next question after the student reaches the answer. Asks for opinions, explanations or evaluations.
Feedback includes affirming or correcting a student’s performance, offering legitimate praise and giving specific reasons for the praise, listening attentively to the student, and accepting and reflecting on the student’s feelings in a nonjudgmental manner.
Personal regard includes moving close to [within an arms length] of a student, taking a personal interest or giving compliments, being courteous to the student, touching in a friendly manner and correcting student behavior in a calm adult manner. Discuss

48. Children respond to the expectations of their environment!
William Grier and Price Cobb (Rifey, 1993}
Ideally, the academic and home environments should harmonize and create continuity.
Get to know the parents, and show them an effective way to back you up. They need to understand the relevancy of what the child is learning (Poverty doesn’t learn for the sake of knowledge) and to connect it with their future.

49. 1. Equitable Distribution: Beating the “T”
Teachers tend to call more often on students who sit in the front row and middle seats in the classroom (the T) and ignore students outside the T seating pattern.
Students in the back corners have the least likelihood of being asked to answer a question.
Moreover, by the middle grades, many students learn the strategy of distribution and sit themselves, given the choice, according to their desire to participate or not participate.
High performers go to the T, low performers to the corners.
1. Thomas Good's (1987) research had shown how teachers tended to call more often on students who sat in the front row and middle seats in the classroom (the T) and ignored students outside the T seating pattern; students in the back corners had the least likelihood of being asked to answer a question. Moreover, by the middle grades, many students learned the strategy of distribution and sat themselves, given the choice, according to their desire to participate or not participate. High performers went to the T, low performers to the corners.
To correct the unequal distribution of questioning, TESA taught teachers to make a conscious effort to direct their questions to the corners and the back of the room. When put into effect, the strategy put students on notice of the expectation that all students, regardless of seating, would have an equal chance to be called on. There would be no hiding in a TESA classroom.
This relates to Rosenthal’s OUTPUT mediating factor. Teachers give students opportunities for producing output by assigning them challenging projects or by calling upon them to do something extra, beyond minimal requirements. As noted on our chart, research has uncovered a tendency for teachers to provide greater output opportunities for students expected to achieve more, and to withhold such opportunities from those deemed unlikely to deliver.
While equitable distribution is important for all response opportunities: focus this primarily on calling on students in class.
Discuss: How might teachers structure their class agenda in order to assure that a more equitable distribution might occur?
Remember, that much of what we do is unconscious.
How might peer observation help?
Change the seating arrangement every now and then; U-shape, cross-shape, star-shape
Rotate the front row every week.
Think of seating arrangements with no front or back
Walk around the room as you speak to connect with all students.

50. 1. Equitable Distribution: Beating the “T”
How to “Beat” the “T”
Teachers need to make a conscious effort to direct their questions to the corners and the back of the room.
When put into effect, the strategy puts students on notice of the expectation that all students, regardless of seating, would have an equal chance to be called on.
1. Thomas Good's (1987) research had shown how teachers tended to call more often on students who sat in the front row and middle seats in the classroom (the T) and ignored students outside the T seating pattern; students in the back corners had the least likelihood of being asked to answer a question. Moreover, by the middle grades, many students learned the strategy of distribution and sat themselves, given the choice, according to their desire to participate or not participate. High performers went to the T, low performers to the corners.
To correct the unequal distribution of questioning, TESA taught teachers to make a conscious effort to direct their questions to the corners and the back of the room. When put into effect, the strategy put students on notice of the expectation that all students, regardless of seating, would have an equal chance to be called on. There would be no hiding in a TESA classroom.
This relates to Rosenthal’s OUTPUT mediating factor. Teachers give students opportunities for producing output by assigning them challenging projects or by calling upon them to do something extra, beyond minimal requirements. As noted on our chart, research has uncovered a tendency for teachers to provide greater output opportunities for students expected to achieve more, and to withhold such opportunities from those deemed unlikely to deliver.
While equitable distribution is important for all response opportunities: focus this primarily on calling on students in class.
Discuss: How might teachers structure their class agenda in order to assure that a more equitable distribution might occur?
Remember, that much of what we do is unconscious.
How might peer observation help?
Change the seating arrangement every now and then; U-shape, cross-shape, star-shape
Rotate the front row every week.
Think of seating arrangements with no front or back
Walk around the room as you speak to connect with all students.

51. 1. Equitable Distribution: Beating the “T”
Other implications-
What other ways do students who do not wish to participate at high levels behave in a classroom?
1. Thomas Good's (1987) research had shown how teachers tended to call more often on students who sat in the front row and middle seats in the classroom (the T) and ignored students outside the T seating pattern; students in the back corners had the least likelihood of being asked to answer a question. Moreover, by the middle grades, many students learned the strategy of distribution and sat themselves, given the choice, according to their desire to participate or not participate. High performers went to the T, low performers to the corners.
To correct the unequal distribution of questioning, TESA taught teachers to make a conscious effort to direct their questions to the corners and the back of the room. When put into effect, the strategy put students on notice of the expectation that all students, regardless of seating, would have an equal chance to be called on. There would be no hiding in a TESA classroom.
This relates to Rosenthal’s OUTPUT mediating factor. Teachers give students opportunities for producing output by assigning them challenging projects or by calling upon them to do something extra, beyond minimal requirements. As noted on our chart, research has uncovered a tendency for teachers to provide greater output opportunities for students expected to achieve more, and to withhold such opportunities from those deemed unlikely to deliver.
While equitable distribution is important for all response opportunities: focus this primarily on calling on students in class.
Discuss: How might teachers structure their class agenda in order to assure that a more equitable distribution might occur?
Remember, that much of what we do is unconscious.
How might peer observation help?
Change the seating arrangement every now and then; U-shape, cross-shape, star-shape
Rotate the front row every week.
Think of seating arrangements with no front or back
Walk around the room as you speak to connect with all students.

52. 2. Feedback and Guidance
Teachers give less accurate and less detailed feedback to students they perceive as low achievers. Good (1970, Rowe 2004)
Teachers give students perceived as high achievers more detailed and more accurate feedback.
Affirm/Correct. In his study of teacher behavior, Good (1970) had noted that teachers gave less accurate and less detailed feedback to students they perceived as low achievers, giving students perceived as high achievers more detailed and accu­rate feedback. He also noted that Anglo students were more likely to get accurate and detailed feedback than Mexican American students. Rubovits and Maehr (1973) had noted a similar pattern when black and white students were in the same classroom.
In the TESA project, teachers were trained to make accurate comments about each student's response. The feedback would note that an answer was correct or incorrect and, in the best circumstances, would explain "why."
I would say Affirm/Correct/Connect
When the teacher connects the question somehow to something relevant in the student’s background or field of interest, there is more interest in responding correctly or in using critical thinking.
FEEDBACK has a direct correlation to Rosenthal’s second mediating factor. The issue of affirmation or correction simply indicates that the teacher acknowledges the correctness or incorrectness of the student’s response. On the other hand, an incorrect response requires not only an evaluative component indicating that it is incorrect, but needs to address the issues of delving and higher questioning as well.
Discuss

53. Who needs the detailed feedback more… Low achievers or high achievers?
2. Feedback and Guidance
Who needs the detailed feedback more…
Low achievers or high achievers?
Affirm/Correct. In his study of teacher behavior, Good (1970) had noted that teachers gave less accurate and less detailed feedback to students they perceived as low achievers, giving students perceived as high achievers more detailed and accu­rate feedback. He also noted that Anglo students were more likely to get accurate and detailed feedback than Mexican American students. Rubovits and Maehr (1973) had noted a similar pattern when black and white students were in the same classroom.
In the TESA project, teachers were trained to make accurate comments about each student's response. The feedback would note that an answer was correct or incorrect and, in the best circumstances, would explain "why."
I would say Affirm/Correct/Connect
When the teacher connects the question somehow to something relevant in the student’s background or field of interest, there is more interest in responding correctly or in using critical thinking.
FEEDBACK has a direct correlation to Rosenthal’s second mediating factor. The issue of affirmation or correction simply indicates that the teacher acknowledges the correctness or incorrectness of the student’s response. On the other hand, an incorrect response requires not only an evaluative component indicating that it is incorrect, but needs to address the issues of delving and higher questioning as well.
Discuss

54. Feedback and Guidance
Anglo students are more likely to get accurate and detailed feedback than African-American or Hispanic students. Rubovits and Maehr (1973), David (2006)
22 classrooms of mixed race students confirmed that this is still an issue
Very teacher dependent
Affirm/Correct. In his study of teacher behavior, Good (1970) had noted that teachers gave less accurate and less detailed feedback to students they perceived as low achievers, giving students perceived as high achievers more detailed and accu­rate feedback. He also noted that Anglo students were more likely to get accurate and detailed feedback than Mexican American students. Rubovits and Maehr (1973) had noted a similar pattern when black and white students were in the same classroom.
In the TESA project, teachers were trained to make accurate comments about each student's response. The feedback would note that an answer was correct or incorrect and, in the best circumstances, would explain "why."
FEEDBACK has a direct correlation to Rosenthal’s second mediating factor. The issue of affirmation or correction simply indicates that the teacher acknowledges the correctness or incorrectness of the student’s response. On the other hand, an incorrect response requires not only an evaluative component indicating that it is incorrect, but needs to address the issues of delving and higher questioning as well.
Discuss
Praise is often related to self esteem, and has become a problematic issue. Seligman has indicated that there is no effective technology for teaching feeling good which does not first teach doing well. Feelings of self esteem develop as side effects of mastering challenges. The feeling of well being is a byproduct of doing well.
In terms of cause and effect, low self esteem is a consequence of failing - not the cause. There are almost no findings showing that self-esteem causes anything at all. Rather self-esteem is caused by a whole panoply of successes and failures in the world.
The results of this are that artificial praise does not help in any way. The praise must be tied to successful performance. This does not mean, however that the student must be specifically successful. Teachers must be honest with students, but can praise incremental mastery. A student who gets the wrong answer, but has improved his/her understanding of the concept or tried harder, provides an opportunity for praise which is real. [see also explanatory style].
How might teachers improve the use of praise?
Teachers guided by the “feeling good” viewpoint are ready to intervene to make the child feel better. Teachers guided by the “doing good” approach are ready to intervene to change the child’s thinking about failure, to encourage frustration tolerance, and to praise persistence rather than mere success.

55. Feedback and Guidance
Teachers should make accurate comments about each student'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?
Affirm/Correct. In his study of teacher behavior, Good (1970) had noted that teachers gave less accurate and less detailed feedback to students they perceived as low achievers, giving students perceived as high achievers more detailed and accu­rate feedback. He also noted that Anglo students were more likely to get accurate and detailed feedback than Mexican American students. Rubovits and Maehr (1973) had noted a similar pattern when black and white students were in the same classroom.
In the TESA project, teachers were trained to make accurate comments about each student's response. The feedback would note that an answer was correct or incorrect and, in the best circumstances, would explain "why."
FEEDBACK has a direct correlation to Rosenthal’s second mediating factor. The issue of affirmation or correction simply indicates that the teacher acknowledges the correctness or incorrectness of the student’s response. On the other hand, an incorrect response requires not only an evaluative component indicating that it is incorrect, but needs to address the issues of delving and higher questioning as well.
Discuss
Praise is often related to self esteem, and has become a problematic issue. Seligman has indicated that there is no effective technology for teaching feeling good which does not first teach doing well. Feelings of self esteem develop as side effects of mastering challenges. The feeling of well being is a byproduct of doing well.
In terms of cause and effect, low self esteem is a consequence of failing - not the cause. There are almost no findings showing that self-esteem causes anything at all. Rather self-esteem is caused by a whole panoply of successes and failures in the world.
The results of this are that artificial praise does not help in any way. The praise must be tied to successful performance. This does not mean, however that the student must be specifically successful. Teachers must be honest with students, but can praise incremental mastery. A student who gets the wrong answer, but has improved his/her understanding of the concept or tried harder, provides an opportunity for praise which is real. [see also explanatory style].
How might teachers improve the use of praise?
Teachers guided by the “feeling good” viewpoint are ready to intervene to make the child feel better. Teachers guided by the “doing good” approach are ready to intervene to change the child’s thinking about failure, to encourage frustration tolerance, and to praise persistence rather than mere success.

56. 3. Proximity
A teacher's physical closeness to a student affects time on task. (Payne, Brophy)
Many of our “best” teachers use proximity to address discipline problems, yet not academic problems.
Move around the room to achieve connection with all students.
Closeness and touching are part of the social background of human beings. The primary function or obligation of the mother is to provide her infant with intimate bodily contact, which is the basic mechanism in developing trust and love. Contact is actually the primary factor in the infant-mother relationship. The functions of security and solace are related to proximity is clearly demonstrated by the infant’s bravery when the mother is present and his terror when the mother is removed. Such concern with touching and proximity is demonstrated again in peer play where the mutual acceptance of physical or bodily contact with peers is a prerequisite. Social play is impossible if bodily contact is looked upon as undesirable or loathsome. Basic trust and security is conveyed by proximity as we isolate the aliens and group closer together when frightened.
In your handout, you have a basic model of classroom proximity. It indicates that 63% of the teacher’s time is spent within arms length of three students, and that the rest of the class has marginal or no close contact at all.
How can this be changed?
Teachers can schedule walks . Teachers can move student placements regularly. Teachers can target places to stand.

57. 3. Proximity
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.
Move around the room to achieve connection with all students.
Closeness and touching are part of the social background of human beings. The primary function or obligation of the mother is to provide her infant with intimate bodily contact, which is the basic mechanism in developing trust and love. Contact is actually the primary factor in the infant-mother relationship. The functions of security and solace are related to proximity is clearly demonstrated by the infant’s bravery when the mother is present and his terror when the mother is removed. Such concern with touching and proximity is demonstrated again in peer play where the mutual acceptance of physical or bodily contact with peers is a prerequisite. Social play is impossible if bodily contact is looked upon as undesirable or loathsome. Basic trust and security is conveyed by proximity as we isolate the aliens and group closer together when frightened.
In your handout, you have a basic model of classroom proximity. It indicates that 63% of the teacher’s time is spent within arms length of three students, and that the rest of the class has marginal or no close contact at all.
How can this be changed?
Teachers can schedule walks . Teachers can move student placements regularly. Teachers can target places to stand.

58. 4. Individual Help
Sadker and Sadker (1985) noticed how the assertiveness of high-achieving students, especially males, resulted from more individual help from the teacher.
David (2006) confirmed this in his district
Note: Students who act out/call out in class also get more attention
The question of individual help is a three level concern.
• we want to avoid offering help without request
• we want to ALWAYS GIVE HELP WHEN ASKED, and
• we want to make sure that the help is offered in a pattern of learning arousal.
What are the issues involved in individual help?
Since the availability of individual help varies - how might a structure be developed which will assure that help is provided effectively?
One issue that needs to be emphasized is AWARENESS. Keeping the issue conscious is an important part of reconstructing thoughts that affect the behavior.

59. 4. Individual Help
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.
The question of individual help is a three level concern.
• we want to avoid offering help without request
• we want to ALWAYS GIVE HELP WHEN ASKED, and
• we want to make sure that the help is offered in a pattern of learning arousal.
What are the issues involved in individual help?
Since the availability of individual help varies - how might a structure be developed which will assure that help is provided effectively?
One issue that needs to be emphasized is AWARENESS. Keeping the issue conscious is an important part of reconstructing thoughts that affect the behavior.

60. 5. Praise
Teachers are less likely to praise perceived low achievers for academic performance and more likely to praise perceived high achievers. Rosenshine (1971) and Good (1987)
Moreover, researchers noted that teachers tended to protect low achievers from criticism about wrong answers.
Remember learning styles and cultural courtesies:
The key to “perceived” is the tem achievement. Are the students learning and growing or are they just at a higher cognitive and academic level.
Hispanic students prefer to be praised quietly individually, but as a group love to be praised publicly.
Competition is frowned upon in the Hispanic culture; the concept of academic competition needs to be explained in a broader context, as not everyone wants the same goal, to win; some would prefer to think of it as honoring their community, doing good for parents, loved ones, for one’s self opinion, etc. They also don-t want to be seen as competing against friends.
Praise is often related to self esteem, and has become a problematic issue. Seligman has indicated that there is no effective technology for teaching feeling good which does not first teach doing well. Feelings of self esteem develop as side effects of mastering challenges. The feeling of well being is a byproduct of doing well.
In terms of cause and effect, low self esteem is a consequence of failing - not the cause. There are almost no findings showing that self-esteem causes anything at all. Rather self-esteem is caused by a whole panoply of successes and failures in the world.
The results of this are that artificial praise does not help in any way. The praise must be tied to successful performance. This does not mean, however that the student must be specifically successful. Teachers must be honest with students, but can praise incremental mastery. A student who gets the wrong answer, but has improved his/her understanding of the concept or tried harder, provides an opportunity for praise which is real. [see also explanatory style].
How might teachers improve the use of praise?
Teachers guided by the “feeling good” viewpoint are ready to intervene to make the child feel better. Teachers guided by the “doing good” approach are ready to intervene to change the child’s thinking about failure, to encourage frustration tolerance, and to praise persistence rather than mere success.
It is important that the student know what the praise is given for. Praise for hard work, persistence, and effort are valid internal attributions which help the student to make internal attributions for success a part of their mode of operation [See Attribution Training].
What are some legitimate internal attributions that teachers might use for praise?

61. 5. Praise
Teachers should give energetic, positive feedback and rewards to all students, with a special concentration of attention for the perceived low performers.
Remember learning styles and cultural courtesies:
Hispanic students prefer to be praised quietly individually, but as a group love to be praised publicly.
Competition is frowned upon in the Hispanic culture; the concept of academic competition needs to be explained in a broader context, as not everyone wants the same goal, to win; some would prefer to think of it as honoring their community, doing good for parents, loved ones, for one’s self opinion, etc. They also don-t want to be seen as competing against friends.
Praise is often related to self esteem, and has become a problematic issue. Seligman has indicated that there is no effective technology for teaching feeling good which does not first teach doing well. Feelings of self esteem develop as side effects of mastering challenges. The feeling of well being is a byproduct of doing well.
In terms of cause and effect, low self esteem is a consequence of failing - not the cause. There are almost no findings showing that self-esteem causes anything at all. Rather self-esteem is caused by a whole panoply of successes and failures in the world.
The results of this are that artificial praise does not help in any way. The praise must be tied to successful performance. This does not mean, however that the student must be specifically successful. Teachers must be honest with students, but can praise incremental mastery. A student who gets the wrong answer, but has improved his/her understanding of the concept or tried harder, provides an opportunity for praise which is real. [see also explanatory style].
How might teachers improve the use of praise?
Teachers guided by the “feeling good” viewpoint are ready to intervene to make the child feel better. Teachers guided by the “doing good” approach are ready to intervene to change the child’s thinking about failure, to encourage frustration tolerance, and to praise persistence rather than mere success.
It is important that the student know what the praise is given for. Praise for hard work, persistence, and effort are valid internal attributions which help the student to make internal attributions for success a part of their mode of operation [See Attribution Training].
What are some legitimate internal attributions that teachers might use for praise?

62. 5. Praise
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)
Remember learning styles and cultural courtesies:
Hispanic students prefer to be praised quietly individually, but as a group love to be praised publicly.
Competition is frowned upon in the Hispanic culture; the concept of academic competition needs to be explained in a broader context, as not everyone wants the same goal, to win; some would prefer to think of it as honoring their community, doing good for parents, loved ones, for one’s self opinion, etc. They also don-t want to be seen as competing against friends.
Praise is often related to self esteem, and has become a problematic issue. Seligman has indicated that there is no effective technology for teaching feeling good which does not first teach doing well. Feelings of self esteem develop as side effects of mastering challenges. The feeling of well being is a byproduct of doing well.
In terms of cause and effect, low self esteem is a consequence of failing - not the cause. There are almost no findings showing that self-esteem causes anything at all. Rather self-esteem is caused by a whole panoply of successes and failures in the world.
The results of this are that artificial praise does not help in any way. The praise must be tied to successful performance. This does not mean, however that the student must be specifically successful. Teachers must be honest with students, but can praise incremental mastery. A student who gets the wrong answer, but has improved his/her understanding of the concept or tried harder, provides an opportunity for praise which is real. [see also explanatory style].
How might teachers improve the use of praise?
Teachers guided by the “feeling good” viewpoint are ready to intervene to make the child feel better. Teachers guided by the “doing good” approach are ready to intervene to change the child’s thinking about failure, to encourage frustration tolerance, and to praise persistence rather than mere success.
It is important that the student know what the praise is given for. Praise for hard work, persistence, and effort are valid internal attributions which help the student to make internal attributions for success a part of their mode of operation [See Attribution Training].
What are some legitimate internal attributions that teachers might use for praise?

63. 6. Effective Questioning
Question Sequencing
Scaffolding of questions
Wait Time
All students MUST answer ALL questions asked of them
She noted how often teachers answered their own questions or jumped to a new question in less than eight-tenths of a sec­ond.
With immigrant students, hints are always welcome, and THEN time to think. Give hints connected to the student’s national, culture environment, so the student can be seen as knowing, and can also build a mental bridge to the question at hand.
What has been discovered is that even when a student is given a response opportunity - s/he may not be given sufficient time or encouragement to respond. When teacher’s terminate the response opportunity if the response is not immediate, they defeat the purpose of the opportunity.
How can strategies be set to include opportunity for response? How does the teacher keep the delay from becoming its own problem?

64. 6. Effective Questioning -Higher-Level Questions
Teachers asked a predominance of lower level questions to low performing students. There was little or no scaffolding in a class period or throughout the year. (TESA)
Proper questioning strategies and scaffolding of questions is essential.
ESA brought to the forefront the issue of lower-and higher-order thinking as expected of low- and high-performing students. The researchers noted how low performers were limited to factual questions: who, what, when, where, and how. High performers were given the questions that asked them to process, apply, and evaluate ideas.
Higher order thinking needs to be taught, not expected, in many students from 3rd world countries. Education is often passive in these countries and student response is not expected.
Opinions are not asked of these students at home, feelings are not spoken of, they may not know how to express what they want to say. They need help!
When the student is successful, the teacher can sometimes feel comfortable with “raising the ante” by asking the student for his/her opinion, explanation or evaluation. Such questioning is not merely to find out how much the student really understands, but is required to help the student stretch the parameters about how s/he thinks about the problem.
Creative thinking techniques can be an interesting method of “raising the ante”. Teachers might ask for example about how the student thinks another specific person might respond as a means of helping him/her take a different perspective.
What are the substantive mechanisms that you use to move to higher questioning?
How can they be structured to ensure application to all students?

65. 6. Effective Questioning- Higher-Level Questions
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.
ESA brought to the forefront the issue of lower-and higher-order thinking as expected of low- and high-performing students. The researchers noted how low performers were limited to factual questions: who, what, when, where, and how. High performers were given the questions that asked them to process, apply, and evaluate ideas.
Higher order thinking needs to be taught, not expected, in many students from 3rd world countries. Education is often passive in these countries and student response is not expected.
Opinions are not asked of these students at home, feelings are not spoken of, they may not know how to express what they want to say. They need help!
When the student is successful, the teacher can sometimes feel comfortable with “raising the ante” by asking the student for his/her opinion, explanation or evaluation. Such questioning is not merely to find out how much the student really understands, but is required to help the student stretch the parameters about how s/he thinks about the problem.
Creative thinking techniques can be an interesting method of “raising the ante”. Teachers might ask for example about how the student thinks another specific person might respond as a means of helping him/her take a different perspective.
What are the substantive mechanisms that you use to move to higher questioning?
How can they be structured to ensure application to all students?

66. 7. Courtesy
Some research has shown that many teachers were discourteous and disrespectful toward "low-status students" yet demanded that those students show respect to them as teachers. (A number of researchers, including Brophy, Good, Hillar, Sadker and Sadker, and Rist)
Even some minority teachers showed less respect and had lower expectations of low income students.
Validate their cultural gifts; they may not know about the U.S., but chances are they know a lot we don’t know…
Teachers often demand courtesy from their students without giving it. Please and thank you are still the “magic” words. Being rude or insulting are taboo.
How might teachers improve their courteous behavior towards students?
Development of ritual protocols such as the establishment of rules of courtesy and encouraging all participants to “flag” uncourteous acts.
Development and use of “stop and think” rituals.
Maintenance of transactional communication.

67. 7. Courtesy
More often than not, high-status students, those who received the most attention from the teacher, copied the teacher's behavior toward the low-status students.
This included interrupting answers of the low-status students, greater use of put-downs, and sarcasm.
The high-status group members were mostly white males; minority females were the lowest status group.
Validate their cultural gifts; they may not know about the U.S., but chances are they know a lot we don’t know…
Teachers often demand courtesy from their students without giving it. Please and thank you are still the “magic” words. Being rude or insulting are taboo.
How might teachers improve their courteous behavior towards students?
Development of ritual protocols such as the establishment of rules of courtesy and encouraging all participants to “flag” uncourteous acts.
Development and use of “stop and think” rituals.
Maintenance of transactional communication.

68. 7. Courtesy
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.
Validate their cultural gifts; they may not know about the U.S., but chances are they know a lot we don’t know…
Teachers often demand courtesy from their students without giving it. Please and thank you are still the “magic” words. Being rude or insulting are taboo.
How might teachers improve their courteous behavior towards students?
Development of ritual protocols such as the establishment of rules of courtesy and encouraging all participants to “flag” uncourteous acts.
Development and use of “stop and think” rituals.
Maintenance of transactional communication.

69. 8. Personal Regard
Teachers pay less attention in academic and social situations to the socioeconomically disadvantaged students. Brophy (1986)
The more advantaged students received more smiles, more eye contact, more questions that asked them to connect academic content to personal experiences, and more positive responses to personal examples.
Outside of class (as in the lunchroom or on the playground), teachers gave less time and attention to the personal well-being and interest of disadvantaged students.
Just because a student is poor does not mean that he does not have interests and abilities that can be connected to.
Reiterate the idea of validation and personal relevancy in as many situations as possible. This creates a connection, and the student feels important and respected.
One must find a way to remain serene when facing a difficult situation. One must not listen only to what the student says, but also to what a student means. There are no points to defend. If the student suggests that you are less than human, consider it well. One may later correct the student on how to give advice, but one does not respond in a personal way, but in a professional way.
Serenity is connected to knowing what you are about. You are not with this student as a person, but as a professional teacher. Your goal is to enable this student to maximize learning achievement.
Include the need for Teachers to take a personal interest in their students
Personal Feelings
Accepting and reflecting on another’s feelings without developing feeling responses ourselves is increasingly difficult in our society. We have labeled some feelings, such as anger, hatred, etc. as wrong or unacceptable, and with this perspective we try to control or cut off feelings which frighten us. We are also unwilling to allow people to cry or show affection - all of which makes the acceptance of feelings one which is difficult for many people. Teachers need to be able to listen to feelings without a need to “correct” the feeling, On the other hand, they need to be able to help the student learn to express such feelings appropriately. Anger expressed as violence is unacceptable; but anger is not unacceptable. [See emotional section of PATHS Curriculum]
How might teachers improve their ability to accept feelings which are frightening or considered unacceptable?
Remember that teachers will be seen as unacceptable if they accept politically unacceptable feelings.

70. 8. Personal Regard and Relevance
Teachers should develop content-related questions that are connected to what they know might be of interest to a student.
For instance, a social studies teacher might ask Juan to compare the means of transportation used in his native Guatemala to the means used in Dallas.
The teacher should not limit these interest-connected questions to select students.
The teacher's challenge with these questions and other displays of personal regard is to promote equitable distribution.
Reiterate the idea of validation and personal relevancy in as many slides as possible. This creates a connection, and the student feels important and respected.
One must find a way to remain serene when facing a difficult situation. One must not listen only to what the student says, but also to what a student means. There are no points to defend. If the student suggests that you are less than human, consider it well. One may later correct the student on how to give advice, but one does not respond in a personal way, but in a professional way.
Serenity is connected to knowing what you are about. You are not with this student as a person, but as a professional teacher. Your goal is to enable this student to maximize learning achievement.
Include the need for Teachers to take a personal interest in their students
Personal Feelings
Accepting and reflecting on another’s feelings without developing feeling responses ourselves is increasingly difficult in our society. We have labeled some feelings, such as anger, hatred, etc. as wrong or unacceptable, and with this perspective we try to control or cut off feelings which frighten us. We are also unwilling to allow people to cry or show affection - all of which makes the acceptance of feelings one which is difficult for many people. Teachers need to be able to listen to feelings without a need to “correct” the feeling, On the other hand, they need to be able to help the student learn to express such feelings appropriately. Anger expressed as violence is unacceptable; but anger is not unacceptable. [See emotional section of PATHS Curriculum]
How might teachers improve their ability to accept feelings which are frightening or considered unacceptable?
Remember that teachers will be seen as unacceptable if they accept politically unacceptable feelings.

71. 9. Delving
Low achievers were asked fewer and easier questions than high achievers. Brophy (1986)
If the low achiever showed signs of bewilderment, the teacher more readily turned to another student or answered the question.
When high achievers were questioned, the teacher more readily gave clues, probed for evidence or reasons, or encouraged a more extensive response.
Know how to push without shoving…students come with very different learning styles.
In 3rd world countries learning is passive and teacher-driven because of huge numbers of students and too few teachers. Students are asked to keep quiet and listen, not to think or argue a point or ask questions. They need to be taught to learn U.S. style.
One of the ways the teacher can give the student more time and enable them to be more successful is to rephrase and give clues. While usually such delving would be provided after an unsatisfactory response, it may also be used when the delay seems to become embarrassingly long.
The teacher may also delve through dialogue with other students, making the response one of the group.
How might teachers provide alternative opportunities for delving into unsatisfactory responses in the classroom?

72. 9. Delving
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.
Know how to push without shoving…students come with very different learning styles.
In 3rd world countries learning is passive and teacher-driven because of huge numbers of students and too few teachers. Students are asked to keep quiet and listen, not to think or argue a point or ask questions. They need to be taught to learn U.S. style.
One of the ways the teacher can give the student more time and enable them to be more successful is to rephrase and give clues. While usually such delving would be provided after an unsatisfactory response, it may also be used when the delay seems to become embarrassingly long.
The teacher may also delve through dialogue with other students, making the response one of the group.
How might teachers provide alternative opportunities for delving into unsatisfactory responses in the classroom?

73. 10. Listening
Teachers spent more time talking TO low-status students and less to the high achievers. (Flanders)
In contrast, perceived high achievers spent more time sharing ideas, conversing with the teacher, and engaging in activities that required student interaction.
In poverty there is little meaningful conversation in the home, so students may not know how to express themselves in a formal register. There is no self-confidence when interacting with people from another socioeconomic level.
When you listen to someone, you should give up all your preconceived ideas and your subjective opinions; you should just listen to him, just observe what his way is. ...put very little emphasis on right and wrong or good and bad. ...just see things as they are with him, and accept them. Usually when you listen to some statement, you hear it as a kind of echo of yourself. Suzuki
All of us are guilty to some extent of thinking rather than listening. Often we spend so much attention to our response that we have not heard what was said.
What are the cues to good listening?
Eye contact, head nodding, repeating what you have heard and seeking confirmation.

74. 10. Listening
Allow for and structure time for low achievers to discuss content and delve deeper.
In poverty there is little meaningful conversation in the home, so students may not know how to express themselves in a formal register. There is no self-confidence when interacting with people from another socioeconomic level.
When you listen to someone, you should give up all your preconceived ideas and your subjective opinions; you should just listen to him, just observe what his way is. ...put very little emphasis on right and wrong or good and bad. ...just see things as they are with him, and accept them. Usually when you listen to some statement, you hear it as a kind of echo of yourself. Suzuki
All of us are guilty to some extent of thinking rather than listening. Often we spend so much attention to our response that we have not heard what was said.
What are the cues to good listening?
Eye contact, head nodding, repeating what you have heard and seeking confirmation.

75. If we believe,
they will achieve!

76. Teacher Expectations Student Achievement (TESA)
For more information please contact:
John L. David
Social Studies Consultant
Carrollton-Farmers Branch ISD