At the beginning of my third grade year, my teacher pulled me aside. She kindly explained that she understood my parents were going through a divorce, and that I didn't have to worry about schoolwork too much if things got tough at home. So I stopped worrying. And I dropped from doing 6th grade work and receiving straight As to doing 3rd grade work and receiving Ds. In the fourth grade, I returned to earning good grades thanks to the ex-nun who wouldn't accept any excuse for poor work. The message became clear to my parents: I would perform to my teacher's expectations.
This isn't news to researchers. In one investigation, researchers studied the ways teachers communicate their expectations to high achievers and low achievers. Their observations of classrooms revealed that teachers treat low achievers differently than they treat high achievers.
To see how powerful this different treatment can be, researchers told teachers that randomly selected students had been identified as "intellectual late bloomers." Then they watched to see what would happen. As it turns out, teacher behavior changed enough to have a significant positive effect on student performance, both in the classroom and on achievement tests. Other studies have shown that a single teaching episode or interaction can influence the student's opinion of learning and his or her motivation to achieve.
Other factors can also affect a teacher's expectations of students, including race, gender, class, and even personality.
Race Matters
Even more discouraging, there is evidence that teachers tend to base their expectations on a group's performance rather than on the performance of an individual child. Black students, in one study, received lower grades than white students for the same academic performance. And even when the speech performance of black and Latino students was equal to or better than that of white students, teachers heard them as inferior.
Gender Wars
It seems that too many girls have been short-changed in the classroom. Teachers from grade school to graduate school ask males more questions, give them more precise feedback, criticize them more and give them more time to respond. Interestingly, one study of teacher-student interactions in second grade classrooms showed that in reading girls had more contact with the teacher and received more instructional time than boys. In math, boys received more academic contacts and more instructional time than girls.
Class Counts
We've all felt the impact of socioeconomic factors in our lives. But should the level of your income or the neighborhood where you live affect what happens in the classroom? One researcher found that teachers expect more from middle-class students than from those from working- and lower-class backgrounds. They often perceive black students from working- or lower-class backgrounds as incapable of high-quality work.
Personality Problems
It seems harsh, but it's true. Teachers have better attitudes toward students who are adaptable, persistent, and warm. Teachers tend to reject students who are overly active and distractible. Differences in personality influence the nature of student-teacher interactions in the classroom and decisions about grades.
How To Help
Most parents find their children in one or more of the above categories. If you think your child is getting a second-rate education because he's been stereotyped, there are things you can do. Talk to the teacher. He or she holds the key to changing the teacher-child relationship. Often, when teachers know what parents expect from their children academically, teachers are happy to reinforce those standards.
In order to learn well, children must have relationships with the teachers who help them make sense of the world around them. Teachers can develop positive learning relationships all through the learning process by helping students explore, understand and show what they know.
Goal: Accomplished!
With the right attitude and framework, teachers can jump-start the learning process equally for all children, and help students take responsibility for their learning and exploration. Parents should also expect teachers to develop positive classroom relationships that encourage learning and risk-taking.
When proper practices are in place, all children learn. If you're worried your child isn't learning to his or her potential, sit in on a class. Watch to see if the teacher treats every child equally, and if each child receives a fair amount of individualized attention.
It can be a daunting task, but if you're still uneasy about the way your child is treated, approach the teacher in a non-threatening way. Bring a list of ideas for ways to help your child. Gently ask why not all of your reasonable expectations are being met. Find out if the teacher feels strapped for time attending to other children, and if you can help fill the learning gap for your child. Together find a solution that suits everyone-especially the child.
Equal opportunity is everyone's right, and this includes education. It's up to you to make sure your child's rights to learn aren't being compromised.
Lisa Hayes writes for the "Petoskey News-Review."