The word of the day is…
11.03.10 By Chris Hearse
With lead week finished I can finally do some reflection. Since I taught all the classes for almost a week, instead of teaching for half the day, I was able to really get a good feeling for the type of work full-time teachers do. Even with all my responsibilities, however, I did not have to deal with all of the administrative duties – my mentor-teacher did. That aside, what’s the conclusion of my lead week? Exhausting and rewarding. At the end of the week it occurred to me that I was very lucky to have such a rich experience with my students. There was one thing, though, that really bothered me throughout the week; fortunately, it became explicit to me by the end of the week when my mentor and I had a conversation about a test essay question. The conversation revolved around whether our students should be expected to write an essay on a reading that quite a few students may have missed on Monday. I realized I was lenient and I wanted to leave the essay question out. Why I had felt that way made sense to me then, but now it is clear to me what trouble that would cause for us in the future. The word of the day is expectations.
I, too confidently, thought some months ago that I was squared away with the idea of expectations and standards in the classroom. Reality was ready to paint a different picture. The time up to and during lead week – September 8th to October 28th - showed me that expectations come in so many forms. I have very different assumptions, ideas, and thoughts about each student and their language abilities. This makes sense, of course, since my students are ultimately unique beings. What I expect from them is the type of work I think they can handle. In truth these expectations change constantly; the fluid-like motion of life does not wait up for me. One student may be doing so well that I’ll think they can get a great grade in class if they just stay awake and put the extra effort into their work after school. I come to expect it. The next day that same student has their life turned up-side down; for instance, temporary homelessness, administrative responsibilities, difficult relationships, and running around town with the wrong crowd are all substantial issues the student may bring into the classroom. What becomes of my expectations then? Do I keep them unrealistically high, or do I let them sink down?
Another complicated area exists around assessments. What I think of their ability to do the work well depends on my assessments of them. These assessments are both formal and informal, yet the argument will always be made that they are, in some way, subjective. The BTR model encourages the residents to use many assessments to scientifically inform ourselves on our student’s abilities and efforts. What I’m concerned about is whether my expectations come more from unconscious judgments than scientific assessments. One of the thoughts that fall out from this concern is whether I am doing a disservice to a student by having expectations which are based on unsound evidence. We have to constantly question ourselves as teachers.
What then do I look forward to? I look forward to beating the odds and keeping high expectations for my students no matter the circumstances. This may be tough for students who are struggling, but it is ultimately better to think they can bridge that gap. I value education despite many of life’s hardships. I hope my students will too.
Comments
08:06 AM
03:33 PM
I also struggle with being persistent and consistent with high expectations for ALL students. For example, I expect all of my students to come to class with their independent reading books. Most of them don’t, and I become disappointed and frustrated when they forget. I also recognize how often I yield my expectations when they tell me about their difficulties at home. Your post reminds me that I must be vigilant with my expectations. There is a powerful and empowering spirit behind telling students that they can meet your expectations despite the difficulties they encounter in their daily lives. Students should never give up on school, their ability to succeed, or the possibility of a fulfilling life. Perhaps maintaining high expectations can be a daily reminder (and push)for them to recognize that life may not be easy, but not impossible to navigate.
I’m glad you are trying to keep high expectations. I think the best teachers are the ones that can make students see that they are more capable than they themselves believe they are. I think you have to fight your own inclination to expect a continuing pattern of whatever you’re observing (it is human nature to observe patterns and make predictions), and expect more every day to show your students that you believe they are constantly capable of achieving and give them a chance to rise to your expectations.