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Power of Expectations Andrea Greene - Fourth Grade Teacher Carolyn Pierce - Instructional Coach Susan Hansen - Instructional Coach Reed Elementary
Transcript of Welcome! Please fill out two name tags. Tag 1 : Hello my name is... and I can... Tag 2: Hello my...
Welcome!Please fill out
two name tags. Tag 1 : Hello my name is . . . and I can . . .
Tag 2: Hello my name is . . . and I can’t. . .
Child 1:
born to poor, working class parents
parents divorced when child was 10
unengaged father, working mother
How would you expect these children to perform at school?
Child 2:
● born to 20-year-old single mother
● abandoned by father as an infant
● from a rural, working class community
Child 3:
● arrived in the US at the age of 16
● English is the second language
● Separated from father when mother and two children fled to the US
Power of Expectations
Andrea Greene - Fourth Grade TeacherCarolyn Pierce - Instructional CoachSusan Hansen - Instructional Coach
Reed Elementary
Why we wanted to spend this time with you
. . .
Expectations matter.
The Pygmalion Effect
Brains can and do change
Relationships matter . . .
What do all of these movies have in common?
Respect students- even before meeting them
Expect success for EVERY student
Like students, no matter what
Assure students that you will help them be successful
Time- give as much as needed to help a child through any issue
Invest in cultivating connections in small ways EVERYDAY.
Invest in cultivating connections in small ways EVERYDAY.
Optimize learning activities by making kids ‘famous’; express appreciation
Never show favoritism
Set-up structures & systems that support student independence; tell them
Honor every child by not speaking negatively about them
Insist on integrity- yours and students
Partner with parents- build connections with them from the beginning
Share stories and listen to theirs; listen more than you talk
Respect students- even before meeting studentsExpectations of success for EVERY studentLike students, no matter whatAssure students that you will help them be successfulTime- give as much as needed to help a child through any issueInvest in cultivating connections in small ways EVERYDAY.Optimize learning activities by making kids ‘famous’; express appreciationNever show favoritismSet-up structures & systems that support student independence; tell themHonor every child by not speaking negatively about themInsist on integrity- yours and studentsPartner with parents- build connections with them from the beginningShare stories and listen to theirs; listen more than you talk
Influential teachers matter . . .
"Teachers are often the people who inspire us the most. I know I wouldn't be where I am today without my fourth grade teacher, Mrs. Duncan. She so believed in me, and for the first time, made me embrace the idea of learning. I learned to love learning because of Mrs. Duncan."
“I just wanted to learn and to please her. If it hadn’t been for her, I’m sure I would have gone to jail.”
-Thank you for being a great teacher and a nice person. You made a HUGE difference in my life.
-You made such a big difference in my life and that difference changed me into someone better. I have never known a teacher who could make such a big impact.
-Thank you for being behind my back and helping me (at) all times even in (my current) grade, for catching my mistakes and believing in me.
-The fact that (my child) does not act up with you says a lot about the respect (my child) has for you. I think it is because of the connection you have to (my child).
-No one has taken the time to know (my child) the way you have. That has given (my child) back the confidence to help (my child) learn.
-I’ve been waiting for ‘that’ teacher for (my child) to love and one that motivates (my child) to be better. Thank you for seeing (my child) as (my child’s) ‘different’ self and embracing that.
Less cognitive stimulation
Less brain growth
Poor academic performance
Diminished expectations Lowered self-worth
Assumptions matter . . .
All children want to do well . . .
and they do, if they can.
If they don’t, something is getting in the way.
Parents want their children to do well . . .
even when they don’t know exactly what makes that happen or what gets in the way.
Teachers want ALL students to do well . . .
even when they are not sure how to support this and make it happen.
Examine assumptions . .
.
Be fascinated
with the
process of
learning . . .
High Expectations
Thoughtful Planning and Teaching Relationship
s
Sweet Spot
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