Click the button at the top right of the page to download. Home High Expectations — What is it? High Expectations — What is it? Posted by: Tim Nelson Category: Inspection. Would your answer differ if you were asked the same question by different people? For example, what if you were asked by a parent, a governor, a member of staff, a pupil or an inspector? What would be the responses from your colleagues in the same situation?
The bullet points offer some guidance as to what this looks like in practice: A teacher must: 1 Set high expectations which inspire, motivate and challenge pupils establish a safe and stimulating environment for pupils, rooted in mutual respect set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils.
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It starts with you. Reflect on your teaching practices and how you speak to your students. Do you encourage them throughout the day? Do you point out their progress? I teach Kindergarten and I always have a pep talk with my kids before we start something new or something that I know will be challenging for them.
We talk about it because I want them to know things in life will be hard but they can overcome them with practice. Are you up for a challenge? And usually other students chime in to help each other. However, the article is correct. This is built over time with consistency, positive reinforcement, and clear expectations each day.
I used this language since the first day of school when I told my littles that Kindergarten will be fun and exciting but also a little challenging because of all the new things they will learn to do. They will learn how to hold a pencil, how to write, read, and play new games. And our saying has stuck ever since.
Now the kids remind me themselves that they can do hard and challenging things. I hope this helps. This took time for me to build. But reflecting on my own teaching practices and having this kind of attitude about my own life outside of teaching has definitely helped me in the classroom. You can totally start those changes now. Remember, you can do hard and challenging things! I took notes on this article and your procedures.
I think they will work for me. Thank you for sharing. Thank you. Every time I read your stuff I become reinvigorated to go back in there and be better. Good reflection! This is what suppose to be happening in our schools today but is lack by so many or maybe they do not lack it but too lazy to go the extra mile in creating that environment.
The how to: that needs to come from deep within you, the teacher. I often wonder if those fathers will ever be satisfied unless their son is an Olympic gold medallist. They are entirely about insisting someone tries their best. Even if a student fails or does an objectively mediocre job, their effort may have been an enormous personal achievement for that child. But I am saying reward effort. I had a teacher when I was in school who had the highest expectations for neatness in book work.
Hi idea was something like this: attention to how you present your work reveals how much you care. He used to literally rip pages out of books and send students back to their desk if their work was intentionally messy. I remember one student once scribbled out a paragraph because he made a mistake. Mr Humphreys was mad. Not because the student made a mistake. But because he intentionally scribbled all over it. And they will set their standards based on the standards you let pass.
It means that we should show our students that we see them as valuable and capable at all times. When a student is breaking rules or playing up for the day, try to separate their actions out from their identity. If you provide your students with low quality, easy tasks too often, your students will learn that little effort is needed.
Instead, students should be coming to class daily knowing and expecting that they will be stretching their minds. By consistently creating tasks that are difficult but achievable, you are setting a culture of hard work in your classroom. So, find out what your student already knows and can do, then create lessons that are just a step above that difficulty level. To ensure students can succeed at these slightly more difficult tasks, you need to provide scaffolds such as prompts, worksheets, or more knowledgeable classmates who can walk a student through a task.
When students complete work that is below your expectations of them, be aware that there may be some issues going on in their lives. Too often, we praise just about any behaviour because we want to pass on positivity and enthusiasm to our students. So, be positive and see your students in a positive light at all times. But separate out your constant enthusiasm from praise. You can be enthusiastic without praising a student. Similarly, make sure your praise is always proportionate to an achievement.
This will ensure that praise sustains its powerful effect. It will also make students even more keen to work hard to get some genuine praise as a reward. Instead, show your students what the outcomes should look like.
This will help you move away from a minimum standards approach and toward a higher expectations approach to learning and teaching. Another way of demonstrating high standards is to show students exemplary pieces of work from previous years.
This will help students to visualize what is expected of them. However, a classroom management strategy based on rewards and punishments teaches students that schoolwork is a transactional arrangement: work hard, get a present. Instead, schoolwork should be seen as a long-term personal development arrangement.
Therefore, your focus should be on promoting intrinsic motivation a love of learning and the thrill of overcoming a challenge rather than extrinsic motivation a candy for your efforts. If you want to keep using rewards, try to make them a less important aspect of your classroom management. Alternatives to gimmicky rewards might be the reward of free choice over the next project a student can work on or simply ensuring the tasks are enjoyable enough that students will complete them without the need for a reward at the end.
These sorts of questions do not get the most out of students because they do not require students to provide explanation or elaboration. Instead, ask questions that cannot be answered with a yes or no response.
The student would need to formulate full-sentence answers which reveal more about their thinking. This is a great opportunity to use your prompting questions and statements to get students to extend themselves further.
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