Students for whom teachers hold high expectations give more correct answers and achieve higher average scores on year-end standardized tests than do students for whom the teacher holds low expectations. If students feel their efforts will produce results in schools, and if the teacher and school are supportive of their efforts, they are more likely to succeed. Teacher communicates to individuals, groups, or the class as a whole that they are incapable of learning. Teacher communicates to a few students that they are capable of meeting learning expectations. Teacher encourages most students to meet challenging learning expectations.
Teacher actively encourages all students to meet challenging learning expectations.
Demonstrates communication skills which show sensitivity to diversity. They should become familiar with and sensitive to the background experiences of their students, and demonstrate, through words and actions, their respect for a range of student diversity. To work successfully with students of diverse backgrounds, teachers must build the learning around the students' individual learning styles, communicate positively with students, establish a classroom climate in which students want to learn, hold and maintain high expectations for each student, involve students in understanding and in making important decisions about their own learning, personalize learning for each student, provide learning activities adapted to individual students' skill levels, teach to individuals by using a variety of strategies, and use techniques that emphasize cooperative learning and that de-emphasize competitive learning. Teacher seldom recognizes diversity within the classroom. Teacher is aware of diversity within the classroom, but seldom adjusts communications and actions.