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

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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 http://www.disabilityisnatural.com/images/PDF/pfl-sh09.pdf

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

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

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.).

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)

Behaviors That Teachers Display for High and Low Expectations

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

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

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

Student Responses To Expectations

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.

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

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

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

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

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

High Expectations Response Opportunity Personal Regard Feedback

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

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

http://www.youtube.com/watch?v=dBnuSUL0ymM

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

http://www.youtube.com/watch?v=1W0Yrk3GZ_U

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

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

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

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

http://www.youtube.com/watch?v=CW8JQfjmhCE&feature=youtu.be

Personal Regard Proximity Courtesy Touch Personal Interest

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

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

http://vimeo.com/41421052

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.).

http://youtu.be/xNIJCs0U1PM

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

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

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

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

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

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

High Expectations Response Opportunity Personal Regard Feedback

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)

Summer Whitmore swhitm1@lsu.edu www.laspdg.org Summer Whitmore swhitm1@lsu.edu The contents of this PowerPoint presentation were developed under a grant from the US Department of Education, #H323A110003. 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.

Reminder -In order to receive a certificate for 1 CLU, you must complete the online reflection at https://www.surveymonkey.com/r/pt2highexp before January 22, 2016