Teacher Expectations & Student Achievement tips
What are the top 3 Teacher Expectations & Student Achievement tips that you see as a need in your 1) classroom, 2) school building, and 3) school district? Refer to main takeaways/reflections you gained from the course and justify your reasoning for selecting each tip for each environment.
Teacher Expectations and Student Achievement
1. Welcoming students by name as they enter the classroom.
2. Using eye contact with high- and low- achieving students.
3. Using proximity with high- and low-achieving students equitably.
4. Using body language, gestures, and expressions to convey a message that all students’ questions and opinions are important.
5. Arranging the classroom to accommodate discussion.
6. Ensuring bulletin boards, displays, instructional materials, and other visuals in the classroom reflect students’ racial, ethnic, and cultural backgrounds.
7. Using a variety of visual aids and props to support student learning.
8. Learning, using, and display
9. Modeling the use of graphic organizers.
10. Using class building and team building activities to promote peer support for academic achievement.
11. Using random response strategies.
12. Using cooperative learning structures.
13. Structuring heterogeneous and cooperative groups for learning.
14. Using probing and clarifying techniques to assist students to answer.
15. Acknowledging all students’ comments, responses, questions, and contributions.
16. Seeking multiple perspectives.
17. Using multiple approaches to consistently monitor students’ understanding of instruction, directions, procedures, processes, questions, and content.
18. Identifying students’ current knowledge before instruction.
19. Using students’ real life experiences to connect school learning to students’ lives.
20. Using “wait time” to give students time to think before they respond to your question.
21. Asking students for feedback on the effectiveness of instruction.
22. Providing students with the criteria and standards for successful task completion.
23. Giving students effective, specific oral and written feedback that prompts improved performance.
24. Providing multiple opportunities to use effective feedback to revise and resubmit work for evaluation against the standard.
25. Explaining and modeling positive self-talk.
26. Asking higher order questions equitably of high- and low-achieving students.
27. Providing individual help to high- and low-achieving students.
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