Are your expectations too high?

Question

If you are in the teaching profession and/or are working toward your teaching certification, I am more than sure that you have been educated on the impotance of presenting developmentally appropriate material to your students/future students. I am also sure that you would agree with me in saying that it is important for students to learn as much as possible, and that teachers should always have high expectations of their students. With that said, do you think that those expectations can sometimes be a bit too high? Meaning, are you sometimes afraid to introduce new, more indepth, topics to your students (eventhough they seem to be developmentally appropriate in your eyes)?

FYI: I am currently earning my teaching certification, and when I think of how I will plan lessons in the future, sometimes I feel that my ideas for presenting lessons are a tad bit too advanced--particularly for the age group and/or (inner-city) population that I am planning to work with.

Note: In no way am I suggesting that students living in the inner-city areas lack intelligence and/or the capacity to learn new, more advanced, things. Given what I have seen occur in some of the schools in my area (Houston), however, it doesn't seem like the children are being challenged much, and that worries me.

Answer 1

I think, for the most part, students will strive for the expectations that are set for them... too often, those expectations are too low... therefore, they live DOWN to those expectations.

I am currently in my 6th year teaching. I taught for 5 years in a "regular education/ inclusion classroom"... but now I work with students who have been removed from the regular education environment. I love my job, and with students that I work at creating relationships with - I have found success... Most of my students are reaching goals they never knew possible!

My demographics are a mix from inner city to country kids, both Black and White, both male and female, of ALL academic abilities! Basically - if you can think of it... I probably have a student or 2 in my classroom that fit those requirements!

This year, I have taught an ENTIRE year's curriculum (supposed to be taught in 36 weeks) in the first semester (18 weeks). Now, I teach the ENTIRE next grade during the next semester.... you take out the "frill" and can teach quicker - while the students are able to pick up the knowledge without redundancy! This way, students are able to "skip" a grade by going twice as fast - only for students that have been retained more than once!

The kicker is - some of my students that find the MOST success - are the ones that have NEVER been taught the grade in which we are accelerating! We do this to help the students catch up and lower the chances of their dropping out later in life.

(I have taught 7th and 8th grade math to 16 year olds)

Basically - I ALWAYS start my lesson by telling the students, "You are NOT going to believe how EASY this is!" Then, I show them something like - 2 or 3 step equations to solve for variables... The importance of the Pythagorean Thereom AND how to use it... or finding 3 dimensional figures with a 2 dimensional net! Convincing them they can do this... will make ALL the difference! They begin to belive in themselves!

I think it takes someone who is really devoted to their students and the "trade" to be able to make a difference in a classroom!

Overall - Good Luck with your future profession!

Answer 2

For the past few years, trends in education seem to pitch to the lowest level that all can attain, and I think this is a mistake.
New state tests that are required to pass or graduate seem to be an attempt to remedy this.
I remember when I was in third grade (early '60's) we were introduced to set theory and number theory. Back then the idea was to encourage those who could get it, to try, so that we could beat the Soviets in the technology race as embodied by the race to the moon. I was not in any special class for gifted kids; such a thing didn't even exist back then. It was simply something that was presented to all the students, as something that we can and should learn. And most of us did.
Now people seem to be more interested in the student's self esteem than in challenging them to do more than they thought possible. As a result, our education system is lagging behind other countries, and kids seem to spend more energy avoiding learning than learning.
Recently someone asked on the math forum for help with doing a simple word problem involving fractions, and mentioned that it was a fifth grade problem. Some people objected that fractions are "too hard" for fifth grade! No! Fractions aren't "too hard" for kids that age, their minds are rapidly developing along with their bodies, and flexible enough at that age to learn such things. What's really hard is trying to teach fractions to a college age student who didn't learn them as a child, and has had a decade or more of "hating math" and "hating fractions"

Answer 3

I am not sure where you are coming from or what your area of expertise is, but in Ohio, we have to teach with "high expectations" because of the state standards we are given. I teach general math for 9th and 10th graders, and looking at the lists of things they are to know for the test (which determines whater or not they graduate) I even get overwhelmed! I think that if you are always pushing students to go beyond what they THINK they can do, you are doing a great job.

Answer 4

The trick to a good teacher is to present material initially that may be "too challening" - but be able to adapt on the fly to bring it to their level to hook them in, then slowly raise the bar back up.

It's okay to introduce anything (whithin reason) - sometimes you'd be amazed and what they grasp - but know how to read your students and don't hold them accountable for "getting it."

I'm never afraid to introduce anything. You never know until you try.

Answer 5

I don't believe that a teacher's expectations of their students could ever be too high. As long as you can reach one of them. . .