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Learning Communities

Started by Allan Richards in Teaching and Methodology Oct 27. 0 Replies

Hey everyone!I am new to the forum and am curious how you feel learning communities benefit educators when it comes to developing a collective responsibility as educators. Do you feel a forum like…Continue

Implementation

Started by Christina Shepherd in Teaching and Methodology. Last reply by ddeubel Oct 26. 1 Reply

How does implementation help you out throughout the year? I am curious to know what things have worked for you and what things have not worked for you through an implementation standard.  Continue

ABCs - Alphabet Resources or Ideas?

Started by NEWS NOW in Teaching and Methodology. Last reply by ddeubel Sep 19. 74 Replies

I guess the alphabet is our bread…Continue

Tags: children, abc, kids, phonics, reading

Top 5 Game

Started by susie silver in Teaching and Methodology. Last reply by ddeubel Sep 17. 14 Replies

Hi David Maybe its obvious to some but I'm not sure how to play and I also want to create a top 5 game as well. What is the point of it. There are always 5 answers. Do the students guess according to…Continue

Tags: 5, top

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The #1 ... (teaching factor leading to student success)

Number One** Not your ordinary, endless list - just what's number 1.

       
The teacher's own expectation of the students.

Yep, that's right. Teachers who think their students are smart will have smart students   (all things equal). It is the factor that is most important regarding student achievement.

I asked my teachers about what they thought was the most important teaching factor effecting student achievement. Most mentioned motivation, some classroom management factors, a few curriculum/materials. Many rightly suggested school culture. However not one (and I have 160 students) got it right nor had heard about the seminal research of Rosenthal and Jacobsen.Teachers' Expectancies: Determinants of Pupil's IQ.pdf

Their research raised more questions than it answered. Stimulating read and subsequently tested and validated. They simply set up an experiment where teacher's were (wrongly) told their students in "x" classes (18 of them) were smart and high achievers. They were actually quite average and chosen at random. They controlled other factors. The result? Students in the classes where the teacher "believed" they were top students suddenly became top students! All simply because the teacher thought they were teaching the cream of the crop.

They concluded that this happens most often with younger students. Also, there are a lot of other possible influencing factors. Yet, time and again, this experiment proves itself.

I put the word "believe" in quotes because it isn't as simple as just believing in your students. Most teachers believe in their students. What really counts is not just belief but what you really think/feel/know in your gut about these students. It isn't hope but faith, Meister Echart might have written (for it is the same distinction - hope really means we know one thing but hope for another by chance. Faith means we really believe and that belief effects the outcome).

I really believe that what Rosenthal and Jacobsen illuminated was something Goethe suggested decades ago - commitment. Teachers who are committed to the possibility and achievement of their students will do very well. True commitment is what counts. Are you a committed teacher? I'll leave you with his quote.

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