Download - Teacher Expectations/Student Performance
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Rachel R. Magee and Rachel A. Ford
April 28, 2009
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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
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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
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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
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Teacher Expectations
• Definition: Teachers’ differing beliefs about various students’
achievement abilities
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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)
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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)
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Expectation Formation and Perpetuation
• Theories Self-fulfilling Prophecy
Expectancy Theory of Motivation
Attributional Style
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Expectation Formation and Perpetuation
• Self-fulfilling Prophecy: originally false judgmentsabout a situation can evoke certain behaviors that
then make those judgments come true
(Merton, 1948)
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Expectation Formation and Perpetuation
• 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)
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Expectation Formation and Perpetuation
• Expectancy Theory of Motivation: for a person to bemotivated, effort, performance, and motivation
must be linked
(Vroom, 1964)
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Expectation Formation and Perpetuation
• Expectancy theory of motivation Expectancy: increased effort→ increased
performance
Instrumentality: increased performance→ valued
outcome Valence: degree of value placed on outcome
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Expectation Formation and Perpetuation
• Attributional Style: beliefs people have aboutcauses of events
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Expectation Formation and Perpetuation
• 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)
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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)
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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
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Break
We will take a break for 20 minutes
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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
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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
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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).
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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
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Indicators of Motivation cont…
• Emotional display Motivated children display positive emotion
Vice versa
(Mandel & Marcus, 1995)
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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
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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)
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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).
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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
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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.
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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)
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Motivational Strategies cont…
• 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
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Motivational Strategies cont…
• 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.
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Motivational Strategies cont…
• 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)
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Something to remember…
“Never give up on an unmotivated
student or they will give up onthemselves”
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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
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Wrap-up
• Questions and answers
• Voluntary discussion regarding Activity 1
• Evaluations
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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.
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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.
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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