Teachers tend to stay with high achievers longer after they have failed to answer a question. Teachers offer high achievers more praise, less criticism, more repetitions of information and more clues than low achievers. Teachers offer more rephrasing of questions when high achievers answer incorrectly than when low achievers answer incorrectly. Highrated children receive more opportunities to engage in verbal exchanges with their teachers than lowrated children. Low achieving students tend to receive more criticism and less praise from professional teachers.
Teachers tend to praise high expectation students more.
Teachers may be willing to deal with high expectation students at any time because control is not an issue, but they may try to confine interactions with low expectation students where they feel most in control and avoid situations in which they do not feel in control. If an older sibling performs well, younger siblings would be expected to perform well. If older siblings performed poorly, younger siblings would also be expected to perform poorly. Males with first names that elementary school teachers considered desirable score higher on measures of selfconcept and achievement than do males with first names that teachers rate as undesirable. White teachers direct more nonverbal criticism toward black male students.