3.1 Teacher Expectancy Effect: Case Studies, Implications, & Pedagogical Approach

As students were forced into their growth of knowledge in elementary school and middle school by continuously being taught basics, in order to prepare them for high school and beyond, they get to gain their freedom and decide whether or not they want to meet their teachers’ marks in high school. Throughout the school year, there comes a time where students have to sign up for classes. By having this choice, students can decide on how they want to challenge themselves in the next school year. During my two and a half years of high school that I have conquered so far, I learned that in a classroom setting there are students who take advanced courses, enjoy the subjects that they chose to take, and try their best to get the best grades that they can receive, in order to prepare them for their future in adulthood. However, there are also students who do not try or realize the importance of the free education given to them because they do not have an interest in the subjects that teachers are teaching them or are just being forced by their students to attend school. Some teachers try their best to bring out the motivation in these students who do not yet see that education is power and freedom, but there are also teachers who ignore these helpless students that are blinded by the present things that affect them like popularity or living with the motto that “you only live once”, because these teachers do not have the inspiration in the

Teachers rarely interact with students without some expectancies about how they will perform academically (Trouilloud, 2002). Trouilloud asserts that expectations are thought out as assumptions that teachers make about the academic performance of their students, based on the information they know about their students (Trouilloud, 2002). These assumptions can be either objective based on the student's past achievement or subjective based on teacher’s prejudices and stereotypes (Trouilloud, 2002). Trouilloud research revealed a strong connection between teachers expectation and students overall academic achievement (Trouilloud, 2002). In other words, the higher the expectation teachers have towards students, the higher the students’ academic achievement (Trouilloud, 2002).

In the essay “I Just Wanna Be Average,” Mike Rose explains how the failure of students is all revolved around the teachers, when the fault should be put on everybody.

    Students and parents always blame the teacher for their failure, when students should be taking responsibility for their own education. In the article “Obama needs to speak honestly about education” by Thomas Friedman claims that teachers are held at an impossible standard while students are not even responsible for their own education. Friedman says “Teachers are held to impossible standards, and students are accountable for hardly any part of their own education and are incapable of failing”(7). Everyone learns at a different pace and there are some really horrible teachers but more than half the

Just like in any other profession or aspect of life, there are many myths that threaten education in public schools. Many people believe that teachers are the most important influence in a student’s academic achievement. In reality, educators have a very little influence in student achievement compared to other influences in the students’ lives that is out of the teachers control. It has been proposed that teachers don’t need to go to school to learn how to educate, they just need knowledge of the subject matter. This could be extremely destructive to student learning because they would not have the proper skills to instruct a classroom. Another common misconception is that instructors in

The researcher determines that having stronger teacher-student relationships can lead to greater social-emotional developments because students feel more comfortable to take risks both socially and academically. Small schools have smaller

Utilizing standardized tests as a tool to test the knowledge of students outlines only a small portion of an individual's performance and creativity. The environment of the situation, creates an immense amount of stressors, such as time limits, the anxieties of doing well, or the endless pressures that the test can determine a student's future. Each individual comes with vast amounts of different abilities in which a single test cannot possibly account for all. Although the tests attempt to provide an evaluation of the student’s test taking skills, many students are smart, but it simply doesn’t show on the test due to the unaccountable external forces. In other words, there is an avoidance of the external forces, which limits the student’s proficiency because only the standard reading, math, and writing become strictly tested upon. One external force which hinders performance is that standardized testing evaluates a student’s efficiency only on that particular day, which does not account for other performances throughout the student’s overall growth. Consecutively, the students face frightening outcomes and unrealistic intelligence techniques that regulates a student's

There is a consensus among the concerned stakeholders that the quality of teachers is the leading factor in determination of student performance. In the case of United States, the student performance can only be given an impetus by the efforts which the state can make, under all costs, to develop and retain high quality teachers. The measures undertaken determine the level of turnover of the school teachers. Lazear (2009) similarly argues the length of employment is a critical factor in averse risks of employment a trend contrary to teachers treatment. The turnover of public school teachers will refer to the rate at which the state, which is the teacher’s

Teachers affect all students beginning in adolescent ages. Recent evidence confirms that the effect of teachers on students does not weaken, even if that

“Our educational goal [is] the production of caring, competent, loving, lovable people” . The students found in the schools across the United State are the future of America. They are the doctors, teachers, business people, lawyers and many other roles, that will be out in the workforce in the years to come. What they learn in school will impact them immensely; it is the responsibility of a teacher to give students the best education in order to ensure the common good of the future. It is essential for students to not only learn content matter, but also the skills to enable them to participate in a democracy. Due to standardized testing, the emphasis of education has become on score and rankings rather than learning. A standardized test does not look at the whole student, the scores provided are on a very narrow aspect of education. In the classroom, there are countless ways for teachers to assess the student as a whole person not as just a score. Standardized tests scores should not be the sole criteria for determining a student’s academic achievement.

Interaction also means that students keep in contact with professors to ensure greater success in each of their classes

Our lives depend and revolve around the education we receive between the ages 5 and 18. Our system has set us up for failure from the earliest years. As stated in the earlier paragraph… it ranks our grades superior to what we have absorbed from the information we are given. Teachers will often administer busy work or grade for participation, though it may be beneficial to the students grade or easier for the teacher to grade... This method of teaching, too commonly practiced, sets the child up for failure when they go to take a final or standardized test and haven't truly learned the information. In Diane Ravitch’s piece, “On Her favorite Teacher,” she talks about how a teacher impacted her life with her teaching style, “Clearly she had multiple goals for her students, beyond teaching literature and grammar. She also was teaching about character and responsibility. These are not the sorts of things that appear on any standardized test.” These types of teachers that implement life lessons into educational ones and that put more emphasis on educating us than just simply letting students pass the class are teachers that lack in today's classroom.

The interactionist theory believes that the teacher is the most significant tool to pupil’s educational achievement. It implies that teaches assess pupils not by ability or intelligence, but by traits that relates to class, gender and ethnicity, such as attitude, appearance and behavior. According to an internationalist the way pupils are influenced by teachers include: labeling-involves two people in an interaction with one have the power to label stick on the other. For example when teacher tag students as “smart and bright” or as

Teaching is a very rewarding career if you learn and understand how to work with the diversity of the classrooms we teach in. As teachers, we need to be more vigilant of where are students come from. Before we can teach we need to know who we are teaching and what background, knowledge, and customs they bring with them to the classroom. We must also be aware of the factors that are relevant to the academic achievement of the students we currently teach. There are many of these factors, but I want to focus on two; teacher quality and low teacher expectations.

Teachers play a pivotal role in shaping the behaviour and educational success of students and as such they carry a huge responsibility in the classroom. Everything the teacher says or do has a great impact on students’ lives as students depend on the teacher for guidance, for determining acceptable and social behaviour in the classroom and more importantly their learning and academic success. In addition, the role played by the teacher in fostering students learning causes them to exhibit certain attitudes which could have a long lasting negative or positive influence on students. Based on research it was surmised that high teacher expectation mean that the teacher believe that the student is a high-achiever and the dynamics