“I Have High Expectations!” But What Does That Mean in Practice? Contrasting Empowering Vs. Disempowering Applications of the Same Term

Abstract

While it is a commonly accepted assumption that teachers who have “high expectations” for their students are more effective, how that expectation manifests is often largely undefined. And if we were to examine the various operational definitions used by teachers for that goal, we would see a large variation in both theory and practice. This article examines the difference between two general orientations related to the term “high expectations.” The first – perspective A is characterized by high standards for student performance on outcomes such as tests and assignments, and usually includes an implicit norm reference in which students are compared to one another. The second is perspective B in which students work as much as possible toward their own goals and the focus is on quality and their level of investment to the process in the work. These two perspectives are compared across various criteria including the three elements of a success psychology – internal locus of control, belonging, and growth mindset. Upon analysis, perspective B is shown to encourage significantly more positive outcomes in both student achievement as well as social-emotional well-being.