What do you expect? A teacher's high—or low-expectations can wield a profound influence on students. Here's how to set the bar high for every child

Instructor, August, 2004 by Ann Gazin

As your new students take their seats on the first day of school, no doubt some quick impressions will leap to mind: She certainly looks enthusiastic and bright ... He's daydreaming already ... Her second-grade teacher mentioned that she was a troublemaker; I wonder if she'll act up?

As fallible humans, it's natural to make judgments, both positive and negative. A child's socioeconomic status, language ability, past performance, appearance, weight, and numerous other factors can subtly influence our perceptions of that child. What many people don't realize, however, is that the early assumptions we make can often become self-fulfilling prophecies. A student labeled as "gifted" may succeed, while a student branded as a "troublemaker" or as a "low achiever" might fall behind. But what pivotal role do we as teachers play in influencing these outcomes?

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This question is exactly what researchers Rosenthal and Jacobson sought to answer in 1968 when they began what would become a landmark study in education. "Pygmalion in the Classroom." At a San Francisco elementary school, Rosenthal and Jacobson told teachers that they were identifying students who were sure to experience tremendous intellectual growth, but in truth, they chose students randomly.

Most of you can probably predict the results of this study already. The targeted students performed at a higher level than other students of comparable ability. The study concluded that the teachers' high expectations significantly influenced student performance.

It does not take a research study to confirm what most teachers know intuitively: Having high expectations for all students is a worthwhile goal. Furthermore, teachers have tremendous power in determining whether or not this goal is achieved.

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Subtle Cues

While the Pygmalion study informs us as to just how powerful teacher expectations can be, it doesn't pinpoint exactly how expectations, positive or negative, are conveyed. A 1987 study conducted by Brophy and Good observed teacher-student interaction and concluded that teachers may unconsciously send different messages to low achievers than to high achievers. Low achievers often receive insincere praise, less feedback, and more criticism. In addition, these students tend to be called on less often and given less time to respond.

The lesson from the Brophy and Good study is that even the most dedicated teachers may be sending subtle, nonverbal cues that they expect less of certain students. Children don't fail to miss these cues, and they react accordingly.

In the current testing climate, with numbers used to define children, labeling our students is even easier. Also damaging is the offhand comment in the teacher's lounge, such as, "That Billy never does his homework" or "Sally hates math." Rather than allowing negative first impressions to take root, teachers can strive to build a classroom culture in which every child is valued, challenged, and expected to succeed.

Every Individual Matters

Austin Winther, Assistant Professor of Education at Rowen University in Glassboro, New Jersey, and a former inner-city Chicago teacher, believes that having and communicating high expectations to the entire class from day one is crucial. "By meeting students individually and asking how to pronounce their names or what their favorite subjects are," he says, "I send them the message that they are all important as individuals."

Once students feel valued by simple gestures, such as eye contact and open smiles, they will be much more likely to accept the high expectations placed upon them. A positive attitude can truly work wonders because students intuitively sense that the teacher has a genuine interest and belief in them. Winther adds, "You have to make it clear on the first day that if they do the work asked of them, they are going to succeed."

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Winther's high behavioral expectations are intricately woven with his academic goals for his students. "Students begin to understand and value that it is unfair to interfere with another person's learning," he says. In other words, making kids understand that they are part of a group helped them see the reasoning behind rules for the classroom. As a result high expectations become infectious, passed from one student to the next.

Karen Vanek, a lead Language Arts teacher at Oak Forest School in Houston, Texas, has had similar results. She reinforces her high expectations with academic rewards throughout the year. For example, if her students perform consistently well, she offers them a reading afternoon. Students bring in their favorite books and lounge on the floor in sleeping bags. Another reward might be an academic field trip. Explains Vanek, "I always make sure the rewards are academic in focus."

Even something as simple as classroom setup can send positive messages to students who may feel isolated or insecure. Often these students migrate to the back of the room, removing themselves from vital classroom activity. Jane Lierman, a veteran teacher of multiage students at Oak Creek School in Lake Oswego, Oregon, understands well the challenges of blended classrooms, where students have special needs and often varying abilities: "Instead of placing troubled students in the back of the room where they are often forgotten," she says, "I put them right in the front row." Such a gesture sets the expectation that all students are an integral part of a successful classroom dynamic, and they all must participate in order for the class to succeed.