Christine Rubie Davies - TOD term 3

Christine Rubie Davies

Teacher Expectation

Expectations
Revisit teacher bias.  Lower level students, if given more opportunities, rise to meet the other students.  Students notice the difference of privilege or opportunities given by the teacher.

3 key elements of high expectation
- grouping and learning activities
- class climate
- goal setting - student autonomy and motivation

Lots of evidence shows that ability grouping constrains student learning and motivation.  Mixed ability grouping gives students the opportunity to access a higher range of learning.

Teacher expectations and stereotyping
Its a natural human trait where we stereotype people into groups.  Data shows that teachers have lower expectations for ethnic minority students.  What does NZ show?  NZ data shows that teachers have higher expectations for European, Pacific and Asian compared to Maori.  When teachers have higher expectations the students make more progress.   Data within a secondary maths classroom shows that 19% of teachers show bias towards Maori students.  Consequences for students is less opportunity and lower level groups.  Data gathered from Starpath and Hanna?

Maori learners say that they would like teachers to actually like them, that the teachers believe you will pass, that you are encouraged to strive"

A key statement to consider
"ARE THERE WAYS THAT I COULD BETTER SUPPORT MY MAORI STUDENTS?"

Check the diagram showing the key elements of influence for our students.
Rangatiratanga
Wananga
Mana motuhake

Goal setting

Foster intrinsic motivation

Extrinsic rewards (stickers, certificates etc) can be unmotivating if the teacher didn't notice or missed
Contingent rewards (if you work well you will get a game) are not very successful so unlikely to be continued
Non contingent - we have had a fabulous day let's go for a game

Aim for intrinsic rewards

Classroom climate
Student engagement and classroom climate are linked
Sense of belonging is key