1. Creating a Classroom Culture of High Expectations
Dr. Summer Whitmore, SPDG

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3. People First Language
“People First Language puts the person before the disability and describes what a person has, not who a person is.”
Simply put, People First Language puts the person before the disability AND describes what a person has, not who a person is.
For too long, the use of old labels and identifiers have perpetuated negative stereotypes…..which is the greatest obstacle facing individuals with disabilities!
Using PFL is not about being “politically correct”.
But about choosing words and identifiers that respect the individual !
In fact, the movement was started by individuals who said “We are not our disabilities”
Kathie Snow. (n.d.) A few words about People First Language. Disability is Natural. Retrieved August 1, 2012 from

4. Gain knowledge of the importance of high expectations in the classroom
Gain knowledge of students’ responses to high expectations
Gain knowledge of examples of high expectations in the classrooms

5. Vocabulary
Teacher Expectations are inferences or assumptions made about future student behavior.

6. Teacher Expectations
have both a positive and negative effect on student learning and achievement
influence the ways in which teachers evaluate students, behave toward students, and make decisions about students
Good, T. L., & Brophy, J. E. (2003). Looking in classrooms (9th ed.).

7. Pygmalion Effect
asserts that “ones expectations about a person can eventually lead that person to behave and achieve in ways that confirm those expectations”
Rosenthal & Jacobson (1968)

8. Behaviors That Teachers Display for High and Low Expectations

9. Teacher Behavior for Students with High Expectations
Praise students for success and less likely to criticize for failure in classroom task
Offer feedback on assignments at a higher rate
Correct and probe for students to answer questions
Criticism as a means of communicating high standards
Grading-given the benefit of the doubt
Good and Weinstein (1986): General Dimensions of Teachers’ Communication of Differential Expectations

10. Teacher Behavior for Students with Low Expectations
Wait less time for students to answer questions
More likely to give the answer than probe
Tend to reward inappropriate or incorrect responses
Pay less attention/or do so privately more often than publicly
Call on less frequently
Seat student further away
Smile less/less eye contact
Offer less learning material
Criticism as a means of degrading them, cutting them off from attempts to complete work
Good and Weinstein (1986): General Dimensions of Teachers’ Communication of Differential Expectations

11. Teacher Behavior-Effect on Learning
Widen the gap between low and high achieving students
Affect students’ own beliefs about their competencies

12. Student Responses To Expectations

13. Student Passivity Defined-inactive; a lack of initiative
Due to students being called on less often, teachers giving answers, students having a shorter wait time and students not likely to have the correct response.

14. Silent Students
Why?
Personal anxiety or anticipation of possible embarrassment
Low self-confidence vs. low knowledge
Cultural reasons
Prefer to learn by listening and thinking

15. Silent Students: Perspectives on More Verbal Classmates
Irritating
Self-Centered
Keeping others from having a turn
Smart (know it all)
Rosenthal, R. (1991). Teacher expectancy effects: A brief update 25 years after the Pygmalion experiment. Journal of Research in Education

16. Self-Fulfilling Prophecy
Defined -- The process by which a person’s expectations about someone can lead to that someone behaving in ways which confirm to the expectations
Pygmalion in the Classroom -- Research by Rosenthal and Jacobson

17. Students’ Perceptions of Teacher Expectations
Expectations, either high or low, can become a self-fulfilling prophecy.
Teachers’ beliefs about student potential are particularly powerful for students of color and students from poor families.
Lisa Delpit (2012). Multiplication is for White People

18. High Expectations
High expectations is both a belief about student capability and specific actions undertaken to make those beliefs a reality.

19. High Expectations
Response Opportunity
Personal Regard
Feedback

20. Response Opportunities
Individual Help
Probing, Rephrasing, and Clues
Wait Time
Equitable Response Opportunities
Higher Level Questions

21. Interactions that Facilitate High Expectations: Wait Time
Students who volunteer to answer will increase as will the length of their responses
Responses will demonstrate critical thinking supported by evidence or logic

23. Equitable Response Opportunities
The number of times teachers call on students is directly related to the level of expectations they have for them
Teachers call on students when they have confidence in their ability to answer a question
Teachers call on less students in whom they have little confidence

25. Interactions that Facilitate High Expectations: Questioning
Leveling questions is a good practice, it helps students to stretch their thinking
Rephrase questions to aid students understanding
Give students clues rather than pass over them

26. Interactions that Facilitate High Expectations: Questioning
If students are only asked questions that require low levels of intellectual involvement they will tend to think accordingly
Students who are given questions based on higher levels of thinking will tend to think more creatively

27. Interactions that Facilitate High Expectations: Bloom’s Taxonomy
Recall information
Knowledge
Ideas are organized
Comprehension
Take knowledge and apply it
Application
Identify reasons, causes or motives
Analysis
Produce original ideas and solve problems
Synthesis
Make judgment about something
Evaluation

28. Higher Order Thinking Skills (HOTS) Lower Order Thinking Skills (LOTS)
Bloom’s Taxonomy
Higher Order Thinking Skills (HOTS)
Evaluation
Synthesis
Analysis
Application
Lower Order Thinking Skills (LOTS)
Comprehension
Knowledge

30. Personal Regard
Proximity
Courtesy
Touch
Personal Interest

31. Interactions that Facilitate High Expectations: Proximity
Proximity communicates value
Provides the teacher an opportunity to develop a bond with each individual

32. Interactions that Facilitate High Expectations: Touching
Shake hands
High five
Thumbs up
Smile
Boynton & Boynton (2005) Educator's Guide to Preventing and Solving Discipline Problems

34. Interactions that Facilitate High Expectations: Personal Interest
Incorporating students’ personal interests into academics
Noticing individual accomplishments and important events in students' lives
Interacting with students as individuals
Good, T. L., & Brophy, J. E. (2003). Looking in classrooms (9th ed.).

36. Expectations and Support
Increase expectations without helping students achieve success almost always leads to frustration and failure

37. Feedback Affirm or Correct Response Praise Performance
Give Reason For Praise
Listen Attentively
Accept and Reflect Feelings

38. Feedback: Grading Strategy
What does an “F” really mean?
Grading: A, B, C, and NY (Not Yet!) communicates what is expected from students

39. Feedback with Families
Effective teachers produce and share progress reports and grades weekly with families and students
Reaffirms the teachers and families approach to students learning
Porterfield & Carnes (2012) Why Social Media Matters

40. Feedback
Beginning and ending every instructional segment with a review of past learning and the big picture
Inspiring students to probe “why?” and “how do you know that you know?”
Requiring students to express their thinking and learning through speaking, writing and designing

41. Feedback
Students need constant feedback on how well they are performing
Feedback is a two way proposition

42. High Expectations
Response Opportunity
Personal Regard
Feedback

43. Building Capacity
When you leave today, what will you do with this information?
How will you share it with others in your district?
When will you share it? (Timeline)

44. Summer Whitmore swhitm1@lsu.edu
Summer Whitmore
The contents of this PowerPoint presentation were developed under a grant from the US Department of Education, #H323A However those contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government.

45. Reminder
-In order to receive a certificate for 1 CLU, you must complete the online reflection at before January 22, 2016