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

2. Why High Expectations? Our students need us!
We can help them feel valued and respected.
1. According to researchers, why do teachers need to communicate high expectations for all students? What happens as teachers’ expectations become greater, and what happens as teachers lower their expectations?

3. What happens when teachers have different expectations?
High Expectations from teachers look like:
Teachers challenging and interacting more with students. (p97)
Lower Expectations from teachers
look like:
Teachers spending less time
challenging and interacting with
students. (p97)
What happens when teachers have different expectations?
1. According to researchers, why do teachers need to communicate high expectations for all students? What happens as teachers’ expectations become greater, and what happens as teachers lower their expectations?

4. Value and Respect Strategies
Strategy 2:
Teachers become aware of the way they are treating reluctant learners.
Strategy 1:
Helps teachers see any bias they may have about students that affects the student’s learning;.
Strategy 3:
Gives teachers more time to interact with reluctant learners.
Consider table 10.1, featuring three strategies for demonstrating value and respect for reluctant learners. How does each of these three strategies help teachers effectively address reluctant learners’ learning needs?
Value and Respect Strategies
Addressing reluctant students’ learning needs effectively through teacher reflections
Refer to table 10.1

5. 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?
3. Why do teachers sometimes ask reluctant students less complex questions than they ask other students, and what does this behavior convey to the learners? How and why has this common behavior manifested itself in your teaching, and how did the reluctant learners respond to it?

6. Encouraging Reluctant Learners Through Expectations
To interact with reluctant learners in a thorough, exhaustive manner –  probing incorrect answers in the same manner as you would with a high-         expectancy learner who has answered a question incorrectly.
Most powerful way to communicate high expectations: 
4. What is likely to be the most powerful way to communicate high expectations for reluctant learners?

7. 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?"    (p101)
Teacher’s Thoughts:
Planning for reluctant learners success
5. What is the design question for communicating high expectations? What should teachers think about and ensure reluctant learners know in planning for this design question?

8. Our habits and routines in particular situations.
Scripts 
Our habits and routines in particular situations.
"Teachers have scripts for how they introduce new content, how they interact with high-expectancy students, and how they interact with low-expectancy students." (p102)
Self Reflection
 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?
6. Define scripts. What scripts do you find you have for what you do when you get up in the morning, how you interact with new people, and how you introduce new content to students?