The influence of teacher expectations on student achievement
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The influence of teacher expectations on student achievement
Teacher expectations play a significant role in shaping student achievement. The beliefs and expectations teachers hold about their students can profoundly impact the way they interact with and support them in the classroom. These expectations can either positively or negatively influence students’ academic performance, motivation, and overall educational experience. This essay will explore the influence of teacher expectations on student achievement.
Firstly, teacher expectations can impact students’ self-perception and self-efficacy. When teachers hold high expectations for their students, they communicate a belief in their abilities and potential for success. This belief can boost students’ confidence and motivate them to strive for higher levels of achievement. Conversely, low expectations can create a self-fulfilling prophecy, where students internalize the belief that they are incapable of achieving academic success, leading to decreased effort and performance.
Moreover, teacher expectations can influence students’ motivation and effort levels. When teachers have high expectations, they often provide challenging tasks and create a supportive environment that fosters a sense of urgency and intrinsic motivation. Students perceive these expectations as a call to action, leading them to invest more time and effort into their studies. On the other hand, low expectations can demotivate students, causing them to disengage from the learning process and settle for mediocrity.
Additionally, teacher expectations can impact the quality and quantity of instructional support provided to students. When teachers believe in their students’ abilities, they are more likely to provide additional resources, guidance, and feedback to help them succeed. They may offer extra assistance during class or allocate more time for individualized instruction. This additional support can enhance students’ understanding of the material, address their learning needs, and ultimately improve their achievement. Conversely, low expectations may result in limited instructional support, leaving struggling students without the necessary tools to overcome challenges and excel academically.
Furthermore, teacher expectations can influence the nature of teacher-student interactions. When teachers hold high expectations, they tend to engage in more frequent and meaningful interactions with students. They provide constructive feedback, encourage student participation, and facilitate discussions that promote critical thinking. These positive interactions contribute to a supportive classroom climate that fosters learning and achievement. In contrast, low expectations may lead to limited interactions and less investment in building relationships with students, potentially hindering their academic progress.
It is essential to recognize that teacher expectations are not static and can change over time. Teachers’ beliefs about students can be influenced by various factors, including prior academic performance, socioeconomic background, and cultural stereotypes. Therefore, it is crucial for educators to be mindful of their own biases and work towards cultivating high expectations for all students, regardless of their individual circumstances.
In conclusion, teacher expectations significantly impact student achievement. High expectations can positively influence students’ self-perception, motivation, and effort levels, leading to improved academic performance. Conversely, low expectations can have detrimental effects, undermining students’ confidence, motivation, and overall achievement. Therefore, it is essential for teachers to foster high expectations, provide appropriate support, and create a positive learning environment that empowers students to reach their full potential.
The influence of teacher expectations on student achievement
RUBRIC
Excellent Quality
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Introduction 45-41 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Literature Support
91-84 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Methodology
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Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
Average Score
50-85%
40-38 points
More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.
83-76 points
Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.
52-49 points
Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality
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37-1 points
The background and/or significance are missing. No search history information is provided.
75-1 points
Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.
48-1 points
There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
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