It’s thrown around a lot.
“You must have high expectations.”
“High expectations are the key!”
“Keep your expectations through the roof.”
But what does it really mean?
It seems obvious, but the term has been repeated so often and for so long that its true meaning has been diluted.
Or lost altogether.
Most teachers have only the vaguest idea.
“It just means asking more of your students, right?”
“It means communicating what you want, but at a high level.”
“It means to push your students to get better.”
While these are all good things, they’re merely the result of having high expectations. They skim the edges of the target, perhaps, but fail to hit the bullseye.
You see, high expectations aren’t something you pull out of thin air.
They don’t come from a motivational poster. Your principal doesn’t bequeath them to you. And you darn sure won’t find them in a teacher’s guide.
So where do they come from?
They come from inside you. They’re developed over a lifetime of overcoming obstacles and disappointments. They’re born of perseverance, mental toughness, and the role models who passed them on to you.
They’re born of the belief that anyone can rise above their circumstances and find their own success.
In other words, high expectations must be part of who you are.
If they’re not, if you don’t have a feistiness and rebel can-do attitude when it comes to your students, then all the platitudes in the world aren’t going to mean a thing.
Talk is cheap, but the force of your will is indomitable.
It’s also visible to your students. In fact, that part of you that accepts no excuses and knows that they can transcend their own hurdles and difficulties is as plain as day.
When you say “You can do this,” “I believe in you,” or “This is how we’re going to do it,” they take it on faith that it’s true. They may not be able to explain this ever-present force that surrounds and accompanies you every day.
But they can feel it.
It gives them confidence that when you state who they are and what they’re capable of, when you set your expectations way above what they’ve experienced before, they believe it.
They believe the definition you give them about themselves. They believe your word that they really can conquer whatever you set before them.
This is why certain teachers can give a direction one time to a class they’ve just met and it’s followed. This is why some classes make unimaginable gains and unheard of test scores.
This is why every year Mrs. Smith’s class appears so different—mature, focused, content—from any other.
High expectations that come from within you, that relentlessly project their power upon your students, become part of them too. They imbue them with their own brand of gutsy, I’ll-show-them spirit.
That stands and fights.
That won’t be denied.
That sees it through to the very end.
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Yes! Thanks for the pep talk. All kids are brilliant> Your work to help us be organized for them is much appreciated.
So what are steps to doing this?
It starts with you. Reflect on your teaching practices and how you speak to your students. Do you encourage them throughout the day? Do you point out their progress? I teach Kindergarten and I always have a pep talk with my kids before we start something new or something that I know will be challenging for them. We talk about it because I want them to know things in life will be hard but they can overcome them with practice. It goes like this, “Okay friends, our next activity is super exciting but also a bit challenging! But I know that we are a class that can do challenging things because we try our best and we don’t give up. Are you up for a challenge?” Our class saying is “I can do hard things, I can do challenging things” and I remind my students of this often. Every time I hear “I can’t” or “this is hard” is an opportunity for me to say yes you can, you can do hard things. I’ve seen you do lots of hard things and now you are an EXPERT at those things. I welcome those moments because other kids are listening to and it encourages them to keep trying their best even if they aren’t quite getting it. Then I’ll follow up and say, lets think about what we can do next to help you along. And usually other students chime in to help each other. However, the article is correct. This is built over time with consistency, positive reinforcement, and clear expectations each day. I used this language since the first day of school when I told my littles that Kindergarten will be fun and exciting but also a little challenging because of all the new things they will learn to do. They will learn how to hold a pencil, how to write, read, and play new games. That first day, I introduced “I can do hard things, I can do challenging things” after reading The Little Engine that Could. And our saying has stuck ever since. Now the kids remind me themselves that they can do hard and challenging things. My kids get excited at doing hard things because they’ve been encouraged, cheered on, and reminded of their progress since that first day. I hope this helps. This took time for me to build. But reflecting on my own teaching practices and having this kind of attitude about my own life (outside of teaching) has definitely helped me in the classroom. You can totally start those changes now. Remember, you can do hard and challenging things!
I took notes on this article and your procedures. I think they will work for me. Thank you for sharing.
Thank you. Every time I read your stuff I become reinvigorated to go back in there and be better.
Thank you for your shot-in-the-arm words!
Good reflection! This is what suppose to be happening in our schools today but is lack by so many or maybe they do not lack it but too lazy to go the extra mile in creating that environment.
Agree with Selena. Can you add some “How TOS” on this topic? THANKS
The how to: that needs to come from deep within you, the teacher. You truly believe that your students can do it. When you explain the work, you pass it on clearly and with confidence – the confidence that implies your student can and will do it. It’s an attitude; you’re students are capable of mastering the material. With some students – with different learning styles – it’s just a matter of teaching it differently (tier 2) – and obviously with same attitude – they will get it.
“So where do they come from?
They come from inside you. They’re developed over a lifetime of overcoming obstacles and disappointments. They’re born of perseverance, mental toughness, and the role models who passed them on to you.
They’re born of the belief that anyone can rise above their circumstances and find their own success.
In other words, high expectations must be part of who you are.”
In my class, I try to instill all of this into my students. They are in first grade, but I tell them that they will have to work hard to become a good reader. I tell them that it IS hard. I also tell them that with hard work and perseverance (not quitting) that they will become a good reader. I give them pep talks when it is hard for them. I also tell them about my struggles in learning, and we all learn at different speeds. We may have to work harder than others, and that is OK.
For those that want “How to’s”. I had the words over my door , “Yes, I can,”. They need to see it and believe it. When you hear , “I can’t do this”. the response should be YET! I then give an example of something I have worked at to achieve. It’s really not a set of HOW TO’S, but believing in their ability and letting them know you believe in their ability.
Thank you Terry,
“YET!” is a powerful word that must be a staple of every teacher’s active vocabulary, and ultimately student’s.
We might struggle and be unable to do it now to the ability we wish, but with hard work and perseverance, we will!
The diffculty of making students believe that ‘they can’ is changing their mind set of feeling unconfidence to be confidence.
Can you give me some tips to do it?
Growth Mindset! You can find all kinds of materials on this. I do this at the beginning of the year and it really sets the stage. I have a Growth Mindset wall with quotes about changing their mindset that I refer to all the time! It is so powerful and vital!
Thank you for discussing the psychology of teaching and classroom management. Not everything is a guide or how to, it is an attitude that people bring into their classrooms. As you have mentioned in several articles, teachers are the leaders of their students. I think we get so bogged down in how something is done we forget that our influence over students is the part that makes all of these ideas come together. If you have confidence in yourself and what you are doing, the students will mirror that and do more.
I agree with this article, and I also “mindset” my students. One of my personal favorites: Failure is simply the opportunity to begin again, only this time more intelligently. (Henry Ford). Then couple that with the Thomas Edison story of how many times he tried to make a light bulb, asking the kids if he ever failed, or if he learned what not to do, so he could continue to try new things. Those two work well together, and lastly When a child finally overcomes I’ll tell them I’m proud of them for not giving up, I’m proud of all of their hard work, and I’ll ask them how they feel, and get them to realize that hard work does pay off, and hard work feels good when you’ve done it and you can stand back and be proud of yourself, and that is the person that is most important!! Yes it’s nice that I’m proud, and yes it’s nice when mom and dad are proud, but how do you feel? It’s about them and building their intrinsic motivation.
Yes! I’ve never heard high expectations described in a better way. Thank you!
Often, we keep forgetting that teachers are people. And certain types of people are great teachers. Not anyone can be a great teacher and we work with many not great teachers. It’s not in terms of experience and expertise but who they are at the core. Someone who doesn’t hold THEMSELVES to a high standard can never hold students to a high standard. I believe that’s what this post is trying to get at. If the teacher gives up when things are difficult in their personal life, then your “you can do it if you try” falls flat. Great post. Thanks for sharing.
One simple step to get students on the road to growth mindset and high expectations is to banish the words “I can’t” and replace them with”I’ll try.” The change it can make is amazing.
Unpopular opinion: high expectations or fair expectations?
The trouble I have with high expectations is that they set you up for greater disappointment, whereas fair expectations sound to me like a more realistic and achievable expectation. Expecting great things from great students are understandable for sure, but can you honestly do the same with non-performers? Students may respond differently to the expectations you impress upon them. Others will spread their wings and fly, while others will fold shy away. Don’t you think expectations should be tailored to every individual?