teacher expectations

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).

Hence, after we look at all these case studies, we could conclude that the students’ academic performance is clearly tied to teacher’s expectation. In other words, the students who were deemed as “better” or “good” ends up achieving better also due to the higher expectation that the teacher was giving to them. These result, especially Rosenthal and Jacobson’s, demonstrated extremely powerful self-fulfilling prophecy on the part of the teacher. This is because when a teacher forms certain expectations towards their students based on whatever characteristics

Other article written by Kuh, Kinzie, & Buckley (2006), says setting a high expectations, then maintaining students accountable passion with perseverance is an effective strategy to achieve their goals. With high expectations students performance will define institutions, higher than students engagement and to the graduation rates were students were trying to adjust behaviour regardless to prior academic history of the environment. Although with the works of actions, students must not let themselves drown with too much expectations and forgot the realistic or present things happenings around them. Whereas they must be accompanied by realistic advice about degree completion or to what necessary things to succeed. This suggests this cohort

The teachers may even form this idea in their brain as they show no interest in pushing them to their limits. It is important for the school system and education to push everyone equally and to unlock the hidden potential every student has.

Students are often told that the path to success tends to be a lonely one because only they can get themselves there. For the most part that is true, they must be self-motivated and passionate about their future, but along the way they get to meet special people that want to see them to accomplish their goals. From an early age the relationship built between students and teachers has molded and impacted the student’s life. The relationship they have with a teacher can define the attitude that student has with the subject being taught. A lot of emphasis is put on students when they fail a course and they question their effort. Although, the root of the problem is not always the student, but the method the instructor is using to teach the student.

High Expectations: In a community of learners, expectations are set by the teacher and are something that students must work for. Students understand that the expectations are achievable but will require hard work. These expectations go beyond academics and include student behavior.

The greatest struggle in our educational system is the lack of educators that are willing to activate the students’ interest in the subject. Instead of increasing the students’ motivation to learn, students are being presented with material that is meaningless to them. I believe that effective teaching starts by presenting students with material that seems relevant to them. Presenting fresh ideas to students increases their motivation. Breaking the monotone routine makes students willing to explore new content. It is the teacher’s responsibility to provide students with some motivation that augments the students’ willingness to learn a topic. Learning is a step by step process that will not occur over night. This process requires great effort from both the teacher and the

Students are going into classrooms without being motivated to learn. Many students don’t have a reason or don’t know of any reason to be motivated. Throughout my years at school I never had a reason to do good in school or even want to do good. I never thought I would need school or even what I wanted to do after school. College hasn’t helped my motivation in the slightest I don’t feel I have many reasons if any to be motivated. Low motivation in school brings me to not care how I do or what I learn. Not knowing what I want to do and “just getting through school” unmotivated students to do well. While having friends that push you to do your work they it’s up to you to make sure your work is done and completed to the best of your effort. Motivation

Heward discusses how this is time-consuming for teachers and may mean they have to alter their teaching methods. Although, this might be frustrating to teachers, Heward asserts that not defining academic objectives and measuring behavioral excesses or deficiencies is bad practice. Fifth, in order to learn, students must be internally motivated. To undermine this notion, Heward argues that it is not good practice for teachers to expect students who do not have the skills needed for success to be intrinsically motivated. Such students are going to need some form of positive reinforcement. Sixth, a teacher's main objective should be to increase student's self-esteem. It worth noting that high self-esteem is usually results from high achievement in school. In addition, if teachers follow this notion, they may not want to provide error correction for students in order to not lower their self-esteem. In fact, Heward notes this lessens their academic

When standards are not as high, students tend to loose their aspiration to attain higher grades. They tend to try harder when the teacher places a challenge before them but when no challenge appears they slack off. Teachers who challenge their students by setting high standards for them receive respect from their students. Students perceive that the lowering of the standards reflects on their own abilities, which causes them to have less respect for themselves and their teachers. Discipline and obedience erode also causing students to have less respect for the system. The lowering of standards brings about a drop of respect as well as a desire for high

Before looking at the theories and studies that support the argument it is important to look at two individual but interconnected factors that can influence pupils’ performance. Studies have found that in some cases teachers’ develop their expectations based on reliable criteria, such as past academic performance or classroom behaviour (Dusek & Joseph, 1983). Moreover, research conducted by Rist (1970) sheds light on the idea that teachers generally have a preconceived idea of what it takes for a student to succeed academically, thus, explaining, the majority of teachers believe that there is an ideal type of student who possess specific characteristics which will insure academic success. However despite this, Dusek & Joseph (1983) conducted an analysis of various studies in order to determine the bases of this argument and found that gender and belonging to a one-parent family were usually not determinants of teacher expectations.

Students’ achievement in any teaching and learning situation is very important. Unfortunately, students’ performance in secondary school has not been very encouraging as consistently highlighted by the moderators and chief Examiners reports and WAEC and NECO business studies results for past decade. This problem of poor performance is apparently assuming a dimension that could affect the entire economy situation in the country. However, effort has been made in this paper to assess the influence of teachers and learners relationship on academic performance, also solutions has also been profered in the paper to revert this appalling situation in the educational sector.

The effective teacher exhibits positive expectations for all students. Having positive expectations simply means that the teacher believes in the student and that the student can learn. Students will live up to the expectations you set, and to be effective- your expectations should be positive for all students. The effective teacher establishes good classroom management techniques. Classroom Management is practices and procedures that a teacher uses to maintain an environment in which

Students are placed in the responsibility of their own learning and understanding while the teachers encourage students to be more independent and more exploratory. The teachers will foster a sense of autonomy in the learning process as they act as a source of experiences. In addition, as the students watch their teacher makes mistakes, they will learn those failures are part of the learning process. The students will soon realize that mistakes are natural in life and it will serve as stepping stones to

Teacher expectancy describes a behavior in which teachers, whether consciously or unconsciously, ascribe judgements about a student’s perceived academic performance before the student hands anything in. This effect is especially prominent in the deficit model of education, in which students are viewed as receptacles for knowledge and teachers as the faucets that pour knowledge into these receptacles. Teacher expectancy, among other factors, leads to the educational