The pygmalion effect


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The pygmalion effect

  1. 1. The Pygmalion effect<br />And how is it applicable in this scenario.<br />
  2. 2. What is the Pygmalion effect?<br />The phenomenon in which the greaterexpectation placed upon people (often children/students/employees), the better they perform. <br /> Ohhhhh and WHO is Pygmalion …… ?<br />A Cypriot sculptor in a story by Ovid in Greek mythology, who fell in love with a female statue he had carved out of ivory.<br />
  3. 3. The Who and the What of this study:<br />WHO: Psychologists Robert Rosenthal and Lenore Jacobson (1968/1992) <br />WHAT: When teachers expect students to do well and show intellectual growth, they do. The reverse is also true!!<br />THUS: “Reality can be influenced by the expectations of others.”<br />
  4. 4. The (famous) Oak School experiment<br />Teachers were led to believe that certain students selected at random were likely to be showing signs of a spurt in intellectual growth and development.<br />At the end of the year, students of whom the teachers had high expectations showed SIGNIFICANTLY GREATER gains in intellectual growth than did those in the control group.<br />12.22 point gain (expected group) vs. 8.42point gain (control group).<br />Also known as: Expectancy advantage.<br />
  5. 5. Before the Rosenthal-Jacobson study, there was the 1900s Hollerith tabulating machine …<br />Inventor of the machine estimated that trained workers would be able to process about 550 cards a day<br />After a period of training, workers could produce more than 550 cards a day, but at great emotional cost<br />200 new workers that joined the rank, and knew nothing about the machine/stress/strain, were able to tabulate 2100 cards a day, with no ill effects.<br />
  6. 6. Self-fulfilling prophecies<br />Faculty refuse to acknowledge that their latent expectations might be just self-fulfilling prophecies.<br />Probably because such (upsetting) facts define a problem but are not accompanied with relevant solutions.<br />Rosenthal admits: “We don’t know what we should do with these findings.”<br />
  7. 7. Some possible implications in the classroom<br />"If you think your students can't achieve very much, are perhaps not too bright, you may be inclined to teach simple stuff, do a lot of drills, read from your lecture notes, give simple assignments calling for simplistic factual answers; that's one important way it can show up."<br />
  8. 8. What Rosenthal suggests …<br />Without any prejudice, there is going to be the bell curve present in every class that you teach.<br />Thus, Not everybody is going to be a star.<br />That is a fact. <br />BUT almost everybody can learn more than they are learning.<br />
  9. 9. The importance of interpersonal communications <br />Teachers communicate something vital and un-disguisable about their attitudes towards students and teaching in ways that transcend ordinary language.<br />“How we believe the world is and what we honestly think it can become have powerful effects on how things turn out.”<br />Pygmalion effect even in laboratory animals.<br />
  10. 10. A moral conclusion (of the study)<br />Fact: Superb teachers can teach the “unteachables”.<br />What Rosenthal thinks the research shows is a Moral obligation for the teacher:<br />If the teacher knows that certain students can’t learn, that teacher should get out of that classroom.<br />
  11. 11. Linking the theory to the scenario<br />Miss Rita had high expectations of the class, but it was merely assumptions on her own part.<br />No external party re-affirm her ideas about the class’s abilities.<br />Mr. Yeo suggested questions that she could ask, but offered no backing to her assumptions about the class’s abilities.<br />Hence, the expectations did not elicit the Pygmalion effect.<br />