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Orlando, Fla.
October 31 - November 2, 2014
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2014 ASCD Conference on Educational Leadership

2014 ASCD Conference on Educational Leadership

October 31–November 2, 2014, Orlando, Fla.

Learn the secrets to great leadership practices, and get immediate and practical solutions that address your needs.

 

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Handbook for the Art and Science of Teaching

by Robert J. Marzano and John L. Brown

Table of Contents

Module 23: Changing Behavior Toward Low-Expectancy Students

Once teachers have identified their patterns of differential behavior toward low-expectancy students and explored the reasons for these patterns, they should move quickly to change their behavior. In fact, teachers can and should work on changing their behavior as soon as they notice that it is different from student to student. A consoling thought a teacher might keep in mind is that students cannot know what a teacher is thinking. Therefore, if a teacher has systematic biases, students will never be privy to those thoughts. However, students will interpret everything the teacher does and does not do as an indication of the teacher's opinions about them. This is good news in a sense. Even if teachers have low expectations regarding particular students, they can immediately begin to behave in a way that communicates high expectations.

Reflecting on Your Current Beliefs and Practices

Before examining the strategies in this module, take some time to examine your beliefs and practices by answering the following questions:

  1. How might you change your current behavior toward low-expectancy students in terms of verbal and nonverbal communication of acceptance and respect?
    _____________________________________________________________
    _____________________________________________________________
    _____________________________________________________________
    _____________________________________________________________
  2. How might you change your questioning patterns with low-expectancy students?
    _____________________________________________________________
    _____________________________________________________________
    _____________________________________________________________
    _____________________________________________________________
  3. How might you change your behavior patterns with low-expectancy students after they have answered a question incorrectly?
    _____________________________________________________________
    _____________________________________________________________
    _____________________________________________________________
    _____________________________________________________________

Recommendations for Classroom Practice

 

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