Chapter 10 Communicating High Expectations Presented by Activity

Chapter 10: Communicating High Expectations Presented by: Activity, Paraprofessionals, Support Staff

Why High Expectations? Our students need us! We can help them feel valued and respected.

High Expectations from teachers look like: Lower Expectations from teachers look like: Teachers challenging and interacting more with students. (p 97) Teachers spending less time challenging and interacting with students. (p 97) What happens when teachers have different expectations?

Strategy 1: Helps teachers see any bias they may have about students that affects the student’s learning; . Strategy 2: Teachers become aware of the way they are treating reluctant learners. Strategy 3: Gives teachers more time to interact with reluctant learners. Value and Respect Strategies Addressing reluctant students’ learning needs effectively through teacher reflections Refer to table 10. 1

Who will answer the questions? • Reluctant students get less complex questions asked during whole group. • What does this behavior convey to learners? - It conveys a message to reluctant learners that they are not expected to do well. • How has this behavior manifested in your teaching? • How did reluctant learner respond?

Encouraging Reluctant Learners Through Expectations • Most powerful way to communicate high expectations: To interact with reluctant learners in a thorough, exhaustive manner – probing incorrect answers in the same manner as you would with a highexpectancy learner who has answered a question incorrectly.

What is the design question for communicating high expectations? "What strategies will I use to help typically reluctant students feel valued and comfortable interacting with me or their peers? " (p 101) Teacher’s Thoughts: Planning for reluctant learners success

Scripts Our habits and routines in particular situations. Self Reflection • "Teachers have scripts for how they introduce new content, how they interact with high-expectancy students, and how they interact with low-expectancy students. " (p 102) Ø What scripts do you find you have for what you do when you get up in the morning, for interacting with new people, and for introducing new content to students?