We also know that highly effective teachers involve students in the process of developing guidelines for their class behavior. The rules that get developed may differ from class to class, but the process is the same. Because students help develop the rules, they own them. When students understand that the rules are their statements about what they expect of each other—not just what their teacher expects of them—they become more courteous, and they are more ready to participate in learning together.
This may mean that you give them the opportunity to redo a test or a task because you know that they can achieve more. You find alternative ways to make the learning accessible to the student.
Perhaps you enlist other students for peer tutoring, or you organise for the student who is struggling to teach someone younger or less able in order to boost their confidence.
It may mean that you offer alternative ways for the student to demonstrate the learning outcomes because they find writing difficult. Having high expectations means that you: Believe in all your students. Do not give up on students, even those who are hard to reach, who disrupt your class or who may struggle with the work.
You keep trying to build a relationship with them, keep working to engage them and keep searching for a way to help them learn. Do not make excuses for students and give them the easy way out by making their background or their upbringing or their disability the reason for them not achieving.
Provide high levels of support and nurturing for all your students according to their needs. Show them that you believe they can achieve through your unwavering encouragement and enthusiasm. Demonstrate high levels of professionalism by being prepared for teaching and learning. When you fail to deliver because you are still human you own up and hold yourself accountable.
Use strategies that reduce anxiety because you understand that when students are stressed or highly anxious, learning is almost impossible.
You demonstrate what you expect of students through your language and your behaviour. Positive words and actions tell students that you believe in them.Proactive teachers are the most likely to have positive expectation effects on their students.
Over reactive teachers develop rigid, stereotyped perceptions of students based on students prior records and on first impressions of their behavior. Positive adult language is the professional use of words and tone of voice to enable students to learn in an engaged, active way.
This includes learning social skills.
To guide children toward choosing and maintaining positive behaviors, school adults need to carefully choose the words and tone of voice we use when speaking to them. Teachers communicate their positive expectations in four ways, climate, feedback, input, and output.
Climate is when a teacher creates warmth in the classroom, and provides emotional support for the students whenever they need it. The aim is to isolate changes in teachers’ expectations for reasons that should not matter for college-going on their own, for example, chance positive or negative encounters.
We exploit teacher. Teachers who practice positive expectations will help their students reach high standards. Your expectations of your students will greatly influence their achievement in your class, in their lives and ultimately in the world.
One way to involve students in making rules within the context of PBIS is to allow classroom teachers to use the three overarching rules (be safe, be respectful, be responsible) to develop all the rules for their classroom with their students.