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  • 9 - What will I do to communicate high expectations for all students?

9 - What will I do to communicate high expectations for all students?

16. What do I typically do to demonstrate value and respect for low expectancy students?

Teacher Evidence

The teacher exhibits behaviors that demonstrate value and respect for low expectancy students.

When asked, the teacher can identify the students for whom there have been low expectations and the various ways in which these students have been treated differently from high expectancy students in the past

The teacher provides low expectancy students with nonverbal indications that they are valued and respected:

• Makes eye contact

• Smiles

• Makes appropriate physical contact

The teacher provides low expectancy students with verbal indications that they are valued and respected:

• Playful dialogue

• Addressing students in a manner they view as respectful

Teacher does not allow negative comments about low expectancy students

Student Evidence

When asked, students say that the teacher cares for all students

Students treat each other with respect

17. What do I typically do to ask questions of low expectancy students?

Teacher Evidence

The teacher asks questions of low expectancy students with the same frequency and depth as with high expectancy students.

Teacher makes sure low expectancy students’ questions are answered at the same rate as high expectancy students’ questions

Teacher makes sure low expectancy students are asked challenging questions at the same rate as high expectancy students

Student Evidence

When asked, students say the teacher expects everyone to participate

When asked, students say the teacher asks difficult questions of every student

18. What do I typically do to probe incorrect answers with low expectancy students?

Teacher Evidence

The teacher probes incorrect answers of low expectancy students in the same manner as he/she does with high expectancy students.

Teacher asks low expectancy students to further explain their answers when they are incorrect

Teacher rephrases questions for low expectancy students when they provide an incorrect answer

Teacher breaks a question into smaller and simpler parts when a low expectancy student answers a question incorrectly

When low expectancy students demonstrate frustration, the teacher allows them to collect their thoughts but goes back to them at a later point in time

Student Evidence

When asked, students say that the teacher won’t “let you off the hook”

When asked, students say that the teacher “won’t give up on you”

When asked, students say the teacher helps them answer questions successfully