Pygmalion Theory

As it relates to Education

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PYGMALION THEORY EDUCATIONAL IMPLICATIONS

The Pygmalion theory, the idea that

people tend to live up to others’

expectations, is useful in understanding

a wide range of human interactions.

When interacting with people, it is

rational to examine a subject and build

a set of expectations for that person.

The better one knows the subject, the

more specific and accurate expectations

will tend to be. With a set of

expectations in mind, you behave

toward the subject in certain ways. The

subject reads these signals and tries to

live up to expectations.

PYGMALION EFFECT

Helps you think about how your

expectations of other people can

influence or motivate their

performance. It argues that by setting

and communicating high performance

expectations, you can motivate better

performance from the people you lead

and manage. The effect was originally

studied in context of teachers'

expectations of their students: Students

who are expected to perform well

usually do so. Those students of whom

teachers have lower expectations will

generally perform worse.

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Influence in the Classroom

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The Pygmalion theory is, by my estimation, one of the most influential theories regarding the relationship of teachers and learners. Luckily, I have already begun to use this method quite extensively throughout my practice teaching. Never do I enter a classroom and “believe” that there are no trouble makers, slackers, or children without severe LD’s. I understand that there could be, but I do not judge the class or the individuals on that understanding. To me, every student can achieve a personal best while in my class, and it is my job as an educator to help make that happen.

I believe that all students can achieve it is our job as the teacher to make the material relatable to the students. It is within my thoughts that the Pygmalion theory is not only true but valid in everyday practice. This can have both a positive or negative effect in the classroom. For example, if a student is seen as unmotivated, the teacher may give less attention to this student if they ask a question in class. However, if a student who is seen as motivated asks the same question, they are often regarded more highly and the teacher will spend more time with them answering the question. Therefore, not only is the “unmotivated” student discouraged, they are more inclined to agree with the perceived notion the teacher is directing towards them.

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These perceived notions contributes to the problem of “labeling.” Once you label a student with an exceptionality, they will be viewed through a differently. Even if they do not have an exceptionality, yet everyone suspects that they should, the student unconsciously may begin to act like a person with the exceptionality, thereby deepening this phenomenon more. On the positive side, if you believe a student has more potential then they present, the student may begin to act in such a way that mimics the teacher’s perceived notion of them.

The implications of this approach will influence my teaching in many ways. Because I am aware of the effect this theory has on students, and because I strongly believe that this theory is, in fact, truth, I will make a conscious effort to not treat students in a negative way because of some hidden perceived notion. Therefore, students who are LD, behavioural or unmotivated, for example, will not be treated in any different way than those who do not possess these traits. I will try to treat each student as if they can achieve anything they want, be all they can be. I will treat each of them as a star, as best I can.

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“Nunc id nulla. Quisque

posuere eleifend nunc.

Pellentesque sed eros.

Maecenas mi ligula,

pretium at, laoreet ac,

fringilla a, nibh.”

- Ipsum