Psychologist Robert Rosenthal conducted many studies on expectation effects and developed his Pygmalion Effect, which states that the greater expectations put on people, the greater
they will perform. Conversely, negative expectations promote poorer performances (often called the Golem Effect in literature). The phenomenon has implications in the classroom to promote better learning. In this post, I list some points that connect psychology findings and ways for teachers to hold appropriate expectations of themselves and their students.
1. Your expectations of your students are not all equal. This may seem obvious and unavoidable, and in some ways it is, however reflecting on what you expect from each student individually can ensure your expectations are fair and appropriate.
2. Despite your best intentions, your expectations of students affect your behaviour towards them, and they notice. For example, some research suggests that teachers are more willing to answer questions and are more patient with high-ability students than low-ability students.
3. Your expectations, and how you express them, has an affect on your students' own expectations, belief in their abilities and motivation. All students have the ability to learn, and if you convey this expectation positively they are more likely to believe it themselves.
4. More learning will occur if your expectations are related to your students' expectations so open the communication channels. Be conscious of the feedback you are giving you students and consider the feedback you are receiving in return.
5. High expectations are better than low ones, because it communicates to your students that you believe they are capable of rising to the occasion and encourages effort. Studies show that students held to higher expectations out-perform students who have less expected of them.
6. But don't set your expectations too high. A challenge can enhance learning, but only at a level your students find manageable. Otherwise, their expectations may be negatively affected and it may cause unnecessary anxiety.
7. Believe in your own effectiveness. If your positive expectations can improve your students' performance, then they can also improve your own. Also, teachers who believe in their efficacy are more likely to adapt their teaching style to students' needs.
8. Life is not as simple as experimental conditions, so it is also important to note that rarely does a student's failure solely reflect low teacher expectations. Usually a number of factors are at work and it can be challenging to find a good solution. Keep in mind that teachers' expectations may not create differences in student performance levels, but they likely sustain them. Therefore, including positive and appropriate expectations in the classroom can only help.
