#3 High Expectations

Students learn better when faculty have high expectations of student learning.

  • Students see themselves through their teachers[1]
  • Student motivation increases when faculty have positive efficacy expectancy of student’s abilities[2]
  • A positive efficacy expectancy from a teacher shows trust in the student’s ability to execute the requirements of learning in the course[3]
  • Be clear about your expectations, what students can do to meet those expectations, and how you will support them [4]
  • When entering students perceive clear, high expectations from faculty, they are more likely to understand what it takes to be successful
  • Students often rise to meet faculty expectations
    • They are then more likely that they will attain their goals
    • Their aspirations also climb, seeking more advanced credentials than they originally envisioned.[5]

 

[1] Andrew Hund and Karen Knaus. Re(Imagining) Teacher Preparation Through Symbolic Interactionism and the Looking-Glass SelfComplicity, 8(1), 2011.

[2] Ibid. 77.

[3] Ibid. 77.

[4] Ibid. 87.

[5] Vincent Tinto. Completing College: Rethinking Institutional Action. (Chicago: The University of Chicago Press, 2012). 10-23.