Re: Chapter 11- Expectations -- EDPR 7/8112 Adolescence Sec. 001 0500-0800 R

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Date Posted: 19:36:55 04/16/07 Mon
Author: Tish Colvin
Subject: Re: Chapter 11- Expectations
In reply to: Miriam Dolin 's message, "Re: Chapter 11- Expectations" on 07:56:03 04/16/07 Mon

Miriam, Your comment made me think of the famous Pygmalion study. If I remember correctly, teachers were told that certain students were honors students when in fact they were average achievers. The teachers did exactly what you mentioned - engaged and challenged the students more than they normally would, treating them as though they were high achievers. The average students subsequently performed at a higher level. In essence, the students rose to the challenge and met the higher expectations.

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[> [> Re: Chapter 11- Expectations -- Derwin Sisnett, 07:28:12 04/18/07 Wed

I feel somewhat indifferently about the matter. During my observations I noticed that one of the teachers kept the same level of enthusiasm and motivation for all of her classes; though she admitted that one of the classes had slower learners. I do not think she lost passion for that class, but she did have to go over material more in depth. I think if the students in this class were peppered throughout the other classes--especially the one that appeared to have fast learners, it could be a disservice to everyone. The attendance in the more challenged class was already low, and it could decrease if the pace was increased. I understand that some teachers tend to fulfill false prophecies, but, in this case, the teacher seemed to be just as motivating for both classes. Do we slow down for everyone at the risk of not challenging everyone's potential, or do we speed up for everyone at the risk of losing students altogether? An anomaly of sorts . . .

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