Does 'Teacher Expectation' Make A Difference? by @TeacherToolkit
Channel: @TeacherToolkit
Date: 2019-05-06

This is the seventh (7) video in a series of 30 teaching ideas offered to support teachers. 

Teacher expectations make all the difference, so 'what can you say and do' to help make a teacher more effective? The work of Robert Rosenthal and Lenore Jacobsen (1968) shows that teacher expectations influence pupil performance. They found positive expectations influence performance positively and they described this phenomenon as the Pygmalion Effect (Read more: https://www.teachertoolkit.co.uk/2017/10/31/pygmalion-effect/)

In terms of John Hattie's research, it is often cited as 'Collective teacher efficacy' having the greatest impact on pupil outcomes (+1.58ve)... yet, this is often misconstrued as 'everyone doing the same thing' in schools or others struggling to define what it actually is. Although 'what teachers do makes a difference' in keeping with a school's vision and values are important, in its truest definition, CTE means 'working together' to have 'appropriately high challenging expectations'. "That combined belief that it is us that causes learning" explains John Hattie in a series of Visible Learning videos. It's not the students or those from particular social backgrounds that impact on learning, when [teachers] believe they can make a difference and you "feed it with evidence" that you are, that is powerful.

In my view, read the research, tackle it together as a group of teachers, and then disseminate the evidence into your context and refine and revisit.

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