{"id":116697,"date":"2022-10-25T10:02:32","date_gmt":"2022-10-25T10:02:32","guid":{"rendered":"http:\/\/fundaciobofill.mortensen.cat\/what-can-be-done-to-raise-teachers-expectations-of-all-of-their-pupils\/"},"modified":"2022-10-25T10:02:32","modified_gmt":"2022-10-25T10:02:32","slug":"what-can-be-done-to-raise-teachers-expectations-of-all-of-their-pupils","status":"publish","type":"post","link":"https:\/\/www.equitat.org\/en\/blog\/what-can-be-done-to-raise-teachers-expectations-of-all-of-their-pupils","title":{"rendered":"What can be done to raise teachers\u2019 expectations of all of their pupils?"},"content":{"rendered":"<h6><a href=\"https:\/\/www.equitat.org\/recerca-i-accio\" target=\"_blank\">RESEARCH AND ACTION!<\/a><strong> | <\/strong><a href=\"https:\/\/www.equitat.org\/recerca-i-accio\/llistat\/professorat-i-centres-amb-altes-expectatives-que-ens-diu-la-recerca-i-com-dur-ho-a-la-practica\" target=\"_blank\">EXPECTATIONS OF TEACHERS<\/a><strong> | <\/strong><a href=\"https:\/\/www.equitat.org\/blog\/llistat\/la-mirada-professional\" target=\"_blank\">THE PROFESSIONAL PERSPECTIVE<\/a><\/h6>\n<p>&#13;<\/p>\n<p><strong>Programmes that impact teachers\u2019 expectations <\/strong>enhance the <strong>emotional wellbeing and <\/strong>boost the <strong>academic achievement <\/strong>of the most disadvantaged pupils. The report <a href=\"https:\/\/www.equitat.org\/publicacions\/expectatives-professorat\" target=\"_blank\">\u201cAre programmes that impact teachers\u2019 expectations of their pupils effective?\u201d<\/a>, recommends considering <strong>challenging tasks<\/strong> and providing all pupils with learning opportunities, offering <strong>useful and positive feedback<\/strong>&#13;<br \/>\nand working on <strong>socio-emotional aspects<\/strong>.<\/p>\n<p>&#13;<\/p>\n<p>How can these strategies be effectively applied in schools? <strong>Patr\u00edcia Rey<\/strong>, headmistress of the Samuntada primary school in Sabadell, and <strong>Rosa Clar<\/strong>, headmistress of the Tord\u00e0ria secondary school in Tordera, gave examples of this as part of the event \u201c\u2018I believe in you\u2019. How can we form a welcoming school that has high expectations of its pupils?\u201d. They did so while engaging with Marc Lafuente, the author of the report and holder of a PhD in Education Psychology, and with Jordi P\u00e0mies, education researcher and holder of a PhD in Cultural and Social Anthropology.<\/p>\n<p>&#13;<\/p>\n<p>Below we have set out five key elements that arose during the debate:<\/p>\n<p>&#13;<\/p>\n<h5><strong>1. Generating high expectations involves having stable staff and time<\/strong><\/h5>\n<p>&#13;<\/p>\n<figure>\n<div class=\"video-container\"><iframe style=\"width: 500px; height: 281px;\" src=\"\/\/www.youtube.com\/embed\/gNEInwU-dWw\" frameborder=\"0\" allowfullscreen=\"\"><\/iframe><\/div>\n<\/figure>\n<p>&#13;<\/p>\n<p>According to Rey and Clar, the conditions for teachers to have high expectations of all their pupils involve having <strong>stable, cohesive staff and coordination time<\/strong>. \u201cWe head teachers can do nothing on our own\u201d, Clar states. Rather, \u201ceveryone has to feel represented in the project and must have a defined role within the school\u201d. They have had a stable staff team at her secondary school for three years and she asserts that this has enabled \u201ceveryone to reflect together on where we were going\u201d and to lend impetus to everything they had begun working on.<\/p>\n<p>&#13;<\/p>\n<p><strong>Rey adds that cohesion among teachers is also conveyed in class<\/strong>. \u201cIf we want to have high expectations of our pupils, we also need to have high expectations of ourselves and of our colleagues\u201d.<\/p>\n<p>&#13;<\/p>\n<h5><strong>2. Spending time designing work groups and class groups<\/strong><\/h5>\n<p>&#13;<\/p>\n<figure>\n<div class=\"video-container\"><iframe style=\"width: 500px; height: 281px;\" src=\"\/\/www.youtube.com\/embed\/_zuZAG9mPHU\" frameborder=\"0\" allowfullscreen=\"\"><\/iframe><\/div>\n<\/figure>\n<p>&#13;<\/p>\n<p>\u201cForming the class group, which must be heterogeneous, is one of the most important aspects in ensuring everything runs smoothly\u201d, Clar asserts. As a result, she calls for an effort to devote as much time as needed to this task, particularly on<strong> stage changes<\/strong> such as the transition from primary to secondary school, and the same is true about designing <strong>cooperative teams. <\/strong>\u201cWe have to discuss what potential each child has and how we can help them\u201d, she specifies. Grouping children together based on this prior knowledge <strong>\u201cis the only way that everyone can feel acknowledged\u201d<\/strong>.<\/p>\n<p>&#13;<\/p>\n<h5><strong>3. The assessment, one of the biggest moments in the year<\/strong><\/h5>\n<p>&#13;<\/p>\n<figure>\n<div class=\"video-container\"><iframe style=\"width: 500px; height: 281px;\" src=\"\/\/www.youtube.com\/embed\/fouCnfGtX3U\" frameborder=\"0\" allowfullscreen=\"\"><\/iframe><\/div>\n<\/figure>\n<p>&#13;<\/p>\n<p><strong>\u201cThe assessment must build confidence\u201d,<\/strong> Rey maintains. At her school they spend three weeks at the end of each term preparing the assessments of pupils and their feedback. In this respect, she proposes a change of perspective so rather than \u201cquantifying knowledge\u201d and focussing \u201con the level of attainment of it\u201d, and indeed focussing on inadequacies, instead they assess the progress of pupils, offering suggestions so they can continue to develop. \u201cIt is vital to listen to pupils for them to trust you\u201d, she states. Involving them, she adds, also creates dialogue with families, particularly with those who are not familiar with this more skill-based mode of assessment.<\/p>\n<p>&#13;<\/p>\n<p>\u2197\ufe0f <a href=\"https:\/\/www.equitat.org\/blog\/llistat\/professorat-i-centres-amb-altes-expectatives-que-ens-diu-la-recerca-i-com-dur-ho-a-la-practica\" target=\"_blank\">Read the second \u201cResearch and Action\u201d newsletter<\/a><\/p>\n<p>&#13;<\/p>\n<h5><strong>4. The teaching staff: in agreement<\/strong><\/h5>\n<p>&#13;<\/p>\n<figure>\n<div class=\"video-container\"><iframe style=\"width: 500px; height: 281px;\" src=\"\/\/www.youtube.com\/embed\/0FujhmOMIRI\" frameborder=\"0\" allowfullscreen=\"\"><\/iframe><\/div>\n<\/figure>\n<p>&#13;<\/p>\n<p>The headmistress of the Tord\u00e0ria secondary school advises drawing up a reference document so <strong>teachers can tell students what they are doing well and what they need to improve on in an assertive manner<\/strong>. \u201cIt is impossible to guarantee that no one will resist, even subconsciously, but we do need to share a way of helping students to become aware of their mistakes and their successes\u201d. In addition, at school they try to create forums to discuss strategies for improving teaching practice. \u201cIf we are happy as a team, it is easier for us to be critical and to be ready to improve\u201d.<\/p>\n<p>&#13;<\/p>\n<h5><strong>5. Support for students must be extended to the family<\/strong><\/h5>\n<p>&#13;<\/p>\n<figure>\n<div class=\"video-container\"><iframe style=\"width: 500px; height: 281px;\" src=\"\/\/www.youtube.com\/embed\/-BXsO6mR2uA\" frameborder=\"0\" allowfullscreen=\"\"><\/iframe><\/div>\n<\/figure>\n<p>&#13;<\/p>\n<p>In order to support pupils well, says Clar, it is vital <strong>to involve families<\/strong>. \u201cWhen you work with expectations of success from all children, the most disadvantaged increasingly see themselves as being less different to the others, but in some cases we do encounter resistance from families to them remaining in education\u201d, she acknowledges. Last year, three of her students who had completed compulsory secondary education and had pre-enrolled on a post-compulsory programme did not formally register after losing ties with the school during the summer.<\/p>\n<p>&#13;<\/p>\n<p>  Would you like to receive the next newsletter in your inbox? <a href=\"https:\/\/www.equitat.org\/?open-newsletter=true\" target=\"_blank\"><strong>Subscribe to the newsletter!<\/strong><\/a><\/p>\n<p>&#13;<\/p>\n<p>This article is part of the second \u201cResearch and action!\u201d newsletter: <a href=\"https:\/\/www.equitat.org\/blog\/llistat\/professorat-i-centres-amb-altes-expectatives-que-ens-diu-la-recerca-i-com-dur-ho-a-la-practica\" target=\"_blank\"><em>Teachers and schools with high expectations. What does research tell us and how can it be implemented?<\/em><\/a> Don\u2019t miss the remaining content!<\/p>\n","protected":false},"excerpt":{"rendered":"<p>RESEARCH AND ACTION! | EXPECTATIONS OF TEACHERS | THE PROFESSIONAL PERSPECTIVE &#13; Programmes that impact teachers\u2019 expectations enhance the emotional wellbeing and boost the academic achievement of the most disadvantaged pupils. The report \u201cAre programmes that impact teachers\u2019 expectations of their pupils effective?\u201d, recommends considering challenging tasks and providing all pupils with learning opportunities, offering [&hellip;]<\/p>\n","protected":false},"author":0,"featured_media":116698,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[11],"tags":[],"class_list":["post-116697","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-uncategorized"],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.3 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>What can be done to raise teachers\u2019 expectations of all of their pupils? - Fundaci\u00f3 Bofill<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.equitat.org\/en\/blog\/what-can-be-done-to-raise-teachers-expectations-of-all-of-their-pupils\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"What can be done to raise teachers\u2019 expectations of all of their pupils? - Fundaci\u00f3 Bofill\" \/>\n<meta property=\"og:description\" content=\"RESEARCH AND ACTION! | EXPECTATIONS OF TEACHERS | THE PROFESSIONAL PERSPECTIVE &#013; Programmes that impact teachers\u2019 expectations enhance the emotional wellbeing and boost the academic achievement of the most disadvantaged pupils. 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