What should you think about when implementing the communication of high expectations in your teaching
Answer Yes to these
Teaching philosophy: I believe in student-centred learning. I think about the contribution I am making to the development of students skills and capabilities for their future professional lives.
Pedagogies: Approaches for communicating high expectations which characteristically emphasize constructivist learning suit my teaching.
Curriculum: There are specific learning outcomes I wish my students to have in my course.
Tools for learning: I can motivate my students to adopt high expectations strategies. I can incorporate the communication of high expectations into my course.
Commitment: I can identify a ‘communicating high expectations’ champion who will support innovative practice.
Why is it important?
All students need to believe that they can succeed (Cross, 2008). Some students approach learning with low self-expectations and give up at the first sign of any difficulties (Brophy, 1998). Students need to be encouraged to keep their self-expectations high and adopt positive esteeming strategies for learning in order to enhance their options for success and improve their performance (Thompson & Musket, 2005).
What is it and how does it support learning? What does recent research say?
Communicating high expectations comes about by setting high standards for your students, demanding high effort from them as well as providing them with strategies for coping with frustration and failure (Brophy, 1998).
By providing learning and teaching environments that focus on teaching, supportive teacher-student relationships and active student-student relationships, a recent study determined that students can be influenced to work hard without perceiving workload as excessive. It was found that deeper learning was a key benefit of such an approach (Kember & Leung, 2006).
By encouraging students to take a mastery approach to academic learning rather than an ability-based approach, it is possible that they can learn beyond their initial expectations (Thompson & Musket, 2005). Mastery goal orientation is motivated by a desire for academic competence while performance goal orientation is characterized by comparison and demonstration of ability in relation to others (James & Yates, 2007). Students who take a mastery goal orientation tend to display greater persistence to their learning (Thompson & Musket, 2005).
Directing encouraging behaviors such as providing challenging material to the whole class rather than individuals has been found to be more effective for communicating teachers’ expectations of students (Rubie-Davies, 2010). At the same time, teachers who create supportive learning environments and have affirmative and respectful attitudes about their students’ interests and motivations are more likely to enable students to experience positive self-perceptions and high achieving learning (Rubie-Davies, 2010).