This document discusses establishing high expectations for learners. It notes that expectations shape the learning experience and students are likely to meet expectations, whether good or bad. High expectations should begin at the senior leadership level. Four factors influence the transmission of expectations: input factors about students, student output, classroom climate, and feedback. The document recommends having high expectations for all students and differentiating instruction to challenge all students equally. It provides tips for teachers to establish high expectations, such as setting ambitious goals, investing students in achieving goals, taking responsibility for student progress, and continually improving performance over time through self-evaluation. A four-step process is outlined for treating low-expectancy students the same as high-expectancy students.

1. High expectations
for learners 3.1.2
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2. Forming expectations
1. They shape the learning experience
powerfully.
2. Students are more likely to meet
expectations than not, whether or not those
expectations are good, bad, correct, or
misguided
3. High expectations begins at the top( senior
Leadership)

3. four factors influence the “transmission
of expectancies”
• Input factors (such as students’ gender, age,
ethnicity)
• Student output (whether or not the student
asks questions, interacts frequently with
teachers, etc.)
• Climate
• Feedback (praise or criticism).

4. Ponder…
• students associated with having “learning
difficulties” were given lower expectations from
their teachers than those that were not associated
with the label
• Teachers favour some students over others by
placing higher expectations on a certain subset
within a class.
• It is IMPORTANT to have differentiated teaching
approaches and establishing high expectations,
ensuring that all students are challenged equally,
even if the desired outcomes for each one may vary
significantly.

5. How to establish high expectations
• Establish an ambitious academic goal for
what their students will accomplish even it
seems unreasonable.
• Teachers must look beyond traditional
expectations of their students and instead
benchmark their students’ learning against
the achievement of students in the most
successful classrooms in the most successful
schools in the country

6. • Invest students in achieving the ambitious academic goal.
• This investment process involves convincing students that
those big goals are possible. Harness the amazing power
of the “self-fulfilling prophecy” of high expectations—
students work harder and achieve more, simply because
they believe they can and are expected to.
• Assume full responsibility for moving students forward to
meet their ambitious academic goals. Work harder and
smartly.
• Continually improve [student] performance over time
through a constant process of self-evaluation and
learning

7. Art and Science of Teaching / High
Expectations for all-a 4 step process
• Step 1: Identify students for whom you
have low expectations
• Step 2: Identify similarities in students.
(most difficult part of the strategy
because none of us likes to acknowledge
that we automatically form conclusions
about certain types of people)

8. Step 3: Identify differential treatment of
low-expectancy students: 2 ways
• The general affective tone established between teacher and student.
With low-expectancy students, teachers tend to make less eye
contact, smile less, make less physical contact, and engage in less
playful or light dialogue.
• The type and quality of interactions regarding academic content.
Teachers tend to call on low-expectancy students less often, ask less
challenging questions, delve into their answers less deeply, and
reward them for less rigorous responses. Teachers can determine
their differential treatment of low-expectancy students by noting
and recording their behaviour toward those students.

9. Step 4: Treat low-expectancy and high-
expectancy students the same.
• It is fairly easy to establish a positive affective tone
with all students. Teachers simply make sure that
they exhibit the same positive behaviors to all
students—smiling, involving students in good-
natured discussions, and engaging in appropriate
physical contact. All students will typically respond
well to this type of behaviour.

10. Providing equal treatment is more difficult when it
comes to academic interactions, however, particularly
when questioning students.
Students for whom teachers have low expectations
become accustomed to the teacher asking them fewer
and less challenging questions than other students.
When teachers change this behaviour, some students
might feel uncomfortable. They will probably need to
go through this uncomfortable phase, however, to
arrive at a place where they will risk putting forth
new ideas and asking questions that disclose their
confusion about certain topics.