This is so that each student in a school will have goals that they should be obtaining in their learning each year. Without guidelines written in stone passed down from the state departments of education, there would be no map of direction for teachers to follow. When expectations are developed, whether true or not in reality, it can be perceived as being true. If these expectations are met, students experience a self-fulfillment prophecy (Stipek). In an average classroom, students on the first day of school will not only learn the name of their teacher, but they will be given a basic idea of what their classroom rules will be throughout the year or semester. Situations may arise and students may test their teachers patience with behavior but as long as guidelines for discipline are set in stone and every student is treated fairly, the students will learn to respect the unsaid expectations of the teacher. A teacher must enter his or her classroom that first day with a mapped out plan. With older students, a teacher might distribute a syllabus that describes the expectations and objectives of the class. However, with younger students, giving them a written out format like a syllabus may not be as useful because they may not be able to read it yet if they are very young or may not have the ability to interpret it well enough to make it apply to them personally. When a teacher expects a lot from his or her students, he or she has the ability to push them to learn. Through a teacher's own passion for learning and teaching, he or she can instill that same drive into the students' minds. When looking at students in grades fourth through sixth grades, this is a trying time to get the students to become more independent with their studies. They will be learning that they are in charge of completing their own assignments. It is also a crucial time when harder homework starts trickling in and the students begin to realize the importance of taking initiative to complete their assignments on time. In these grade levels, it is also still a time when it is normal to reward students for excellence by offering trinkets or other awards for a job well done. Students respond well to positive reinforcement. While they are not yet young adults and are not still young children, this age of students are in a transitional period. If a teacher rewards a student for a perfect score on a vocabulary test, it is evident that he or she is encouraging the students to push themselves to also receive perfect scores. This can then influence their academic achievements and improve their grades. This also gives them incentive to get a better grade next time. Sometimes teachers give their students materials that go beyond what other students their age are doing. If a fourth grader is given an eighth grade level book to read and write a report on, it is fulfilling because they are working with more advanced materials. This increases their mastery and productivity by exposing them to curriculum that is beyond regular achievement. Why reach for the clouds if you can touch the stars? If you dream it, you can become it. These are both statements that propose reaching for higher expectations. Students will achieve more if they are pushed to their boundaries and beyond. In the process, students will become brighter and more intelligent when exposed to curriculum that is above their grade level. Some expectations that would positively influence a student's achievements would be to
Your F. 2 May 2012 A Teacher's Expectations of Students When a teacher considers the expectations that they should have for their classroom students, they need to keep one thing in mind: if a teacher expects nothing, they will get nothing from their students…
Moreover, several teachers have mentioned the behaviors are “repeated” , that some children tend to have a proclivity for this type of bullying behavior, while occasionally it seems more accidnetal/unthinking and will stop when addressed.. When asking “what obstacle you have encountered when dealing with bullying?
The paper looks at positive student engagement in the classroom which is a main factor that results to high student achievement. It also considers other factors such as the influence of teachers on students achievement, class size, motivation, family attitudes, peers influence, gender, school culture, as well as environmental factors.
These standards in education comprise of the requirements and responsibilities of both the teacher and student in each of the subject they do in every grade. In California, the State Board of Education sets these education standards, covering kindergarten up to the high school level.
There have been studies proving the social and academic benefits of the inclusive classroom despite teachers' reservations about the implementation of an inclusion program including the lack of teacher training, unwillingness to adapt curriculum, and unwillingness to collaborate with other teachers.
In a high school, the students are carefree teenagers or rather in the transition from a teenager to an adult. Although they are not completely able to take their decisions and make their choices on their own, they are way more learned and mature than typical school students.
We stress growth with intrinsic gratification rather than punitive actions.
Functional behavioral assessment is an approach that incorporates a variety of techniques and strategies to diagnose the causes and to identify likely interventions intended to address problem behaviors.
Rehearse the procedure to give students time to practice meeting your expectations and following the rules. Then reinforce the classroom procedure consistently until it becomes a habit or routine for students.
For example, behavior expectations for in-class activities could include ways to quiet a class during cooperative learning so the teacher can make an address.