teacher expectations/student performance

8/13/2019 Teacher Expectations/Student Performance

http://slidepdf.com/reader/full/teacher-expectationsstudent-performance 1/38

Rachel R. Magee and Rachel A. Ford

April 28, 2009



Goals and Objectives

• Participants will: Understand the prevalence and impact of teacher

expectations

Gain an understanding of the way teacher

expectations are formed and perpetuated Have greater theoretical knowledge regarding the

impact of teacher expectations and student

motivation

Be able to identify and implement several strategies

to increase student motivation

Understand the strong correlation and

interdependence between teacher expectations and

student motivation



Agenda

• Introduction• Needs Assessment

Teachers-purple

Principals-blue

• Activity 1

• Presentation of Teacher Expectations

• Break-20 minutes

• Presentation of Student Motivation

• Activity 2

• Wrap-up Discussion

Question and Answer

Evaluation



Activity 1

• Green sheet

• Write any ideas that come to mind about your

students and their achievement abilities

• Be as open and honest as possible



Teacher Expectations

• Definition: Teachers’ differing beliefs about various students’

achievement abilities



Prevalence

• Teacher expectations DO exist in the classroom

• Form within first few days of school

• Play a significant role in student success/failure

• Positive or negative impact

• Persistent

(Good, 1987; Rosenthal & Jacobson, 1968)



Student Characteristics

• Student characteristics that affect teacherexpectations

a) name

b) physical attractiveness

c) body type

d) gender

e) socio-economic status

f) race

g) use of standard English

h) dialect

i) retention status

(Good, 1987)



Expectation Formation and Perpetuation

• Theories Self-fulfilling Prophecy

Expectancy Theory of Motivation

Attributional Style




• Self-fulfilling Prophecy: originally false judgmentsabout a situation can evoke certain behaviors that

then make those judgments come true

(Merton, 1948)




• Self-fulfilling prophecy Teacher forms expectations

Based upon these expectations, the teacher acts in a

differential manner.

Verbal/Nonverbal messages indicating expectationsof behavior and achievement.

Consistent treatment →expected student behavior

and achievement.

Behavior and achievement conforms more and more

closely to expectations

(Tauber, 1998)




• Expectancy Theory of Motivation: for a person to bemotivated, effort, performance, and motivation

must be linked

(Vroom, 1964)




• Expectancy theory of motivation Expectancy: increased effort→ increased

performance

Instrumentality: increased performance→ valued

outcome Valence: degree of value placed on outcome




• Attributional Style: beliefs people have aboutcauses of events




• Attributional Style Positive attributional style

• Attribute successes to internal factors

• Attribute failures to lack of effort or external factors

Maladaptive attributional styles• Attribute failures to internal factors

• Attribute successes to external factors

• Learned helplessness

• Expect future failure

(Gottfredson, Marciniak, Birdseye, & Gottfredson, 1995)



What Can We Do?

• Strategies Give frequent, early, positive feedback that supports

students' beliefs that they can do well.

Ensure opportunities for students' success by

assigning tasks that are neither too easy nor toodifficult.

Help students find personal meaning and value in the

material.

Create an atmosphere that is open and positive.

Help students feel that they are valued members of a

learning community.

(Cashin, 1979)



Recap

• Teacher expectations DO exist, form early, can bepersistent, and positively or negatively impact

student motivation and achievement.

• Existing stereotypes -> Expectations formed ->

Differential treatment->Students behave accordingto expectations -> Expectations confirmed

• Provide all students with an opportunity to succeed;

Provide frequent and specific feedback; When

giving negative feedback, avoid demeaning remarksor attributing failures to the person, and end on

positive remarks about students’ strengths



Break

We will take a break for 20 minutes



Student Motivation

• Definition: A student’s willingness, need, desire, and

compulsion to participate in, and be successful in,

the learning process.

The process by which an individual’s behavior is

initiated and continued.

• Often divided into two categories

Intrinsic motivation

Extrinsic motivation



Characteristics

• Intrinsic Motivation from within

Engage in learning for enjoyment, interest, or curiosity orin order to achieve intellectual or personal goals.

Rewards, incentives, etc. are not necessary

More likely to succeed

• Extrinsic

Learning driven by attainment of an external reward (e.g., praise, stickers, money) or escape from aversive stimuli inthe environment

Reward provided by another person and often enough forthe student to continue the task



Intrinsically vs. Extrinsically Motivated

Students

• Research is mixed Intrinsically motivated students are more

successful in many areas (i.e., persistence,

personal adjustment, challenges, etc.)

Many believe that this division is too simplistic, inthat, it cannot reflect the many complex and

interrelated factors that influence students’

motivation to succeed in school

Those motivated by both internal and external factors are most successful (Theroux, 1994).



Indicators of Motivation

• Persistence Ability to stay with a task for an extended period

Direct correlation between motivation and persistence

• Choice of challenge

Direct correlation between motivation and difficulty of taskchosen

• Dependency on adults

Students with strong intrinsic motivation do not need

consistent supervision and assistance with tasks



Indicators of Motivation cont…

• Emotional display Motivated children display positive emotion

Vice versa

(Mandel & Marcus, 1995)



Life-span Development

• We are born with a tremendous amount of intrinsicmotivation

• As children grow and develop:

More movements are purposeful, resulting in success

and higher self-esteem

Better able to make decisions, engage in planning,

and set goals

Develop the ability to execute a sequence of actions

Set their own internal standards of excellence Talking to themselves to problem solve



Life-span Development cont…

• Development of motivational skills : Enhanced:

• by a stimulus-rich environment

• Adults support development of intrinsic motivation

Hindered by:• too many extrinsic rewards-interferes with

development of motivation.

• Adults replacing the internal reward system with an

external reward system.

(Brown, 2004)



Theories of Motivation

• Attribution theory Developed by Weiner

Students will attribute the cause of failure or successto either effort, ability, others, emotions, taskdifficulty, or luck

• Self-Worth theory

Developed by Covington

There is a direct link between ability and effort, performance and self-worth

• Self-Efficacy theory

Developed by Bandura

An individual’s perception of their ability to reach a

goal (Bandura, 1977).



Theories cont…

• Self-Determination Theory The degree to which an individual’s behavior is self -

endorsed and self-determined (Deci & Ryan, 1985).• Two dimensions

– Intention-a determination to engage in a behavior

– Choice

• Goal theory

Students pursue two different types of goals – Performance: intent is to gain others’ good

judgments about performance

– Mastery: intent is to gain competence



Motivational Strategies

• Offer choicesWhen students are allowed to be autonomous

they tend to be more motivated (Mandel &

Marcus, 1995).

Increases the likelihood that students will workon and complete their academic tasks.

Also assigns ownership to the student’s behavior.

Allows students to engage in cognitive and self-

regulated strategies.• Allow students to determine order of assignment

completion

• Classroom rules (just a few, not all)

• Etc.



Motivational Strategies cont…

• Create and maintain a positive, enrichinglearning environment

Keep the focus by making use of both verbal aswell as environmental cues

Model appropriate behavior

Use both positive and negative reinforcement

Maintain high expectations and consistency

Give each of them dignity and worth from thebeginning. Show them that they have value andadd another dimension to your teaching

(Dev, 1997)




• Connect the lesson to real-lifeEncourage the students to discover connections

of the ideas they are learning with their own

experiences

Role-playing

Show-and-tell




• Incentive/reward system: Student is motivated to learn when he/she can

count on short or long-term payoffs for mastery

• Most effective when rewards are closely relatedto the task accomplished

• Should be used sparingly, given only when theyare clearly deserved

• Candy, tokens, improvements in grades, etc.




• Making learning funUse humor, all children can relate to that

Use a variety of materials to teach in an effort to

stimulate all of the senses

Assign projects, case-studies, engage in

discussion and debate

Learn by exploring

Include students’ interest areas in your

assignments

(Wright, 2006)



Something to remember…

“Never give up on an unmotivated

student or they will give up onthemselves”



Activity 2

• Orange handout

• Divide into 6 groups

• Choose one person to record and one person who

will present your answers

• Based on the information presented today, discuss

and record how you would engage and what

strategies you would use to motivate each of the

students described. Why?• 20 minutes to complete

• Large group discussion



Wrap-up

• Questions and answers

• Voluntary discussion regarding Activity 1

• Evaluations



References

Anderson-Clark, T. N., Green, R. J., & Henley, T. B. (2008). Therelationship between first names and teacher expectationsfor achievement motivation. Journal of Language and SocialPsychology, 27 (1), 94-99.

Bandura, A. (1977). Self-efficacy: Toward a unified theory ofbehavioral change. Psychological Review, 84,191-215.

Brown, M. B. (2004). Academic Motivation: A Guide for Teachers.Retrieved April 7, 2009, from http://www.nasponline.org

Cashin, W. E. (1979). Motivating students. Idea Paper, no. 1.Manhattan: Center for Faculty Evaluation and Development inHigher Education, Kansas State University.

Deci, E., & Ryan, R. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum.

Dev, P. C. (1997). Intrinsic motivation and academicachievement: What does their relationship imply for theclassroom teacher? Remedial and Special Education, 18(1),12-19.



References

Good, T. L. (1987). Two decades of research on teacherexpectations: Findings and future directions. Journal ofTeacher Education, 38(4), 32-47.

Gottfredson, D., Marciniak, E., Birdseye, A., & Gottfredson, G.(1995). Increasing teacher expectations for studentachievement. Journal of Educational Research, 88 (3),

155-162.Mandel, H. P., & Marcus, S. I. (1995). Could do better: Why

children underachieve and what to do about it . New York: JohnWiley and Sons, Inc.

Merton, R. K. (1948). The self-fulfilling prophecy. Antioch Review,8, 193-210.

Rosenthal, R., & Jacobson, L. (1968). Pygmalion in the classroom.New York: Holt, Rinehart & Winston.



References

Tauber, R. (1998). Good or bad, what teachers expect fromstudents they generally get! ERIC Digest . Washington, DC: ERICClearinghouse on Teaching and Teacher Education, ED426985.

Theroux, P. (1994). Intrinsic Motivation. Retrieved March 12, 2009,from http://www.members.shaw.ca/priscillatheroux/motivation

Vroom, V. (1964). Work and Motivation. New York: Wiley.

Wright, J. (2006). Retrieved March 12, 2009, fromhttp://www.interventioncentral.org

teacher expectations/student performance

Documents