CLASSROOM MANAGEMENT

High Expectations for Students: Practical Tips to Foster Growth and Achievement

14 November 2024/ By Zineb DJOUB

Expectations shape our lives in profound ways, affecting our self-esteem, relationships, and overall well-being. They are not merely beliefs about what might happen; they are powerful drivers of our attitudes and behaviours. In the classroom, the expectations we communicate as teachers can significantly influence the learning trajectories of our students. When we focus on perceived abilities rather than effort and unconsciously favour high achievers with our attention and encouragement, we create invisible barriers for other students. So, how can we foster an environment where every student benefits from high expectations? In this post, we will delve into the transformative power of positive expectations in education. We’ll explore practical strategies for communicating high expectations for students, fostering an inclusive environment where everyone can thrive.

Understanding teacher expectations

Teachers’ expectations consist of their beliefs and inferences about students’ general behaviours and academic potential or how much they could achieve (Li & Rubie-Davies, 2017).

Research has shown that those expectations are shaped by different factors such as:

• Teachers’ beliefs about intelligence (if they view it as a fixed characteristic they label students as “smart or dumb” and treat them accordingly).
• Teachers’ previous experiences as a student and a teacher,
• Students’ ethnicity.
• Socio-economic status (the resources and facilities parents can provide to their children at home).
• Gender (high expectations for female students who are considered to possess better study skills and more engagement in school work than male students).
• Students’ test scores, and/or previous academic achievement.

But why do we have to care about our expectations as teachers?

Empirical evidence suggests that teacher expectations influence teacher behaviour and the subsequent performance of students (e.g., Rubie-Davies, 2006).

We may not always realize just how powerful our expectations are because our interaction with expectations often happens subconsciously.

Yet, we can’t deny that biased expectations do exist: expectations of student achievement that are systematically too high or too low compared with actual student achievement levels.

Several findings suggest that, on average, teachers tend to have negatively biased expectations for the future academic performance of minority group students and students from less affluent families (e.g., Tenenbaum & Ruck, 2007).

When we believe in students’ potential for success we may behave differently than when we doubt their abilities.

So, our expectations, low or high, are visible to our students. We communicate them both verbally and non-verbally. And sometimes without being aware of it.

Studies found that common features of teachers with low expectations include being ignorant of task orientation, discipline, and students’ response time in classes, and lacking accurate and timely feedback, and positive reinforcement (Cruickshank, et al., 2009).

On the contrary, when teachers have high expectations for students and believe in their academic potential, their instructional practices are moved to a higher level.

They provide clear learning objectives, well-organized explanations relating to student interests, and more challenging learning opportunities together with remediation strategies (Cruickshank et al., 2009; Warren, 2002).

Researchers also demonstrated that teachers with high expectations for their students tend to provide more feedback, ask cognitively demanding questions more, and demonstrate more constructive behaviour management techniques in their classes when compared to teachers with low expectations (Rubie-Davies,2007).

 

So, having high expectations for students is like an engine that fuels our energy and commitment to creating high-quality instructional practices that boost student learning.

These beliefs open up new avenues for communication and offer more learning opportunities.

However, low expectations can trap us in doubt, causing us to question students’ potential for growth and the value of our own efforts toward positive change.

For these reasons, setting and communicating high expectations for students is essential.

Strategies for setting and communicating high expectations for students

Having high expectations for students means believing that every student can achieve their best, regardless of his level, background or prior academic performance.

Yet, such beliefs are not enough; high expectations must be supported by intentional teaching practices that encourage all students to succeed.

Here are some effective strategies that will help you in setting and communicating high expectations for students.

# Understand students’ cultures, interests and needs

Understanding students’ cultures, interests, needs and how they approach learning is essential in creating an environment that is responsive to what they bring to the classroom.

Engaging in conversations with students and ongoing observations allows you to gain insight into their learning styles, needs and interests and differentiate your instruction accordingly.

This understanding also guides you in setting realistic and professional expectations, as well as communicating these expectations clearly to students.

When students feel seen and valued, they’re more likely to engage fully and strive to meet the standards set for them

# Organize the learning environment in line with students’ differences

Recognising individual differences in the classroom is meant to diversify learning opportunities, not to marginalize some students by assigning more demanding tasks to high-expectancy students, or addressing easy-to-answer questions for low-achievers

The goal is to offer choices and a range of learning activities that match students’ needs and interests while providing scaffolding to help them achieve their goals.

Your questioning strategies should also provide more learning opportunities and guide students toward successful strategies. By asking open questions, and addressing incorrect answers properly, you communicate high expectations for students: “I believe you have valuable ideas to share”.

# Communicate the learning goals

 Explaining learning goals to students involves clarifying expectations and providing clear guidelines on what constitutes good performance.

Communicating these learning intentions not only shows that you care about their progress but also expresses your high expectations: ‘I trust you to manage your learning.’

Additionally, supporting students in setting personal goals aligned with the learning outcomes—and encouraging them to periodically review their progress—can foster autonomy and initiative. This process ultimately builds their confidence in their ability to succeed independently.

# Encourage and praise efforts

Students need to see their progress as the result of their efforts, commitment to hard work, and resilience in the face of challenges. Progress isn’t about innate abilities or intelligence; every student can grow and achieve their goals.

Focusing on the learning process itself encourages sustained effort and supports students in developing their metacognitive skills.

Allowing students to reflect and showcase their progress—through performance-based assessments, think-aloud techniques, and self-assessment strategies—gives them the chance to analyze their learning processes and identify areas for growth.

This approach directs attention to quality rather than just grades, helping students become more oriented toward self-improvement over time.

I cannot overstate the power of saying ‘You can’ to students, even if their current abilities are below average. I’ve seen how these words inspire empowerment and growth, often beyond my expectations.

Consistent constructive feedback and guidance also communicate high expectations for students, which can positively impact their sense of self-efficacy and motivate them to reach their potential.

# Foster a growth mindset

Fostering a growth mindset, where mistakes are embraced as learning opportunities and collaboration is valued over competition, is another powerful way to communicate high expectations.

This approach tells students, ‘This is your space to thrive.’

Creating such a positive culture is essential to raising expectations, as it motivates students to engage in self-directed learning and strengthens their sense of belonging within the classroom community.

# Reassess your expectations

As students grow and develop new skills, expectations should be adjusted to reflect their evolving abilities and challenges. Reassessing your expectations from time to time helps you identify any unintentional biases and ensures that they remain realistic, inclusive, and supportive of all students.

As a result, students receive a clear message that you are committed to their development and responsive to their needs, which further motivates them to strive for greater success.

To conclude, if you want to inspire your students to believe in their potential and strive for success, make it a priority to communicate high expectations.

With your guidance and support, these expectations can be a driving force that ignites learning beyond the classroom.

Let your high expectations serve as a catalyst for the growth and achievement of your students.

References

Cruickshank, D.R., Jenkins, D.B., & Metcalf, K.K. (2009). The act of teaching. Boston: McGraw Hill.

Li, Z., & Rubie-Davies, C. (2017). Teachers matter: Expectancy effects in Chinese university English foreign-language classrooms. Studies in https://doi.org/10.1080/03075079.2015.1130692 Higher Education, 42, 2042-2060.

Rubie-Davies, C. M. (2006). Teacher expectations and student self-perceptions: Exploring relationships. Psychology in the Schools, 43, 537-552.

Rubie-Davies, C. M. (2007). Classroom interactions: Exploring the practices of high and low expectation teachers. British Journal of Educational Psychology, 77, 289-306.

Tenenbaum, H., & Ruck, M. (2007). Are teachers’ expectations different for racial minorities than for European American students?: A meta-analysis. Journal of Educational Psychology, 99 (2), 253 273. https://doi.org/10.1037/0022-0663.99.2.253

Warren, S. (2002). Stories from the classroom: How expectations and efficacy of diverse teachers affect the academic performance of children in poor urban schools. Educational Horizons, 80(3), 109-116.