High Expectations Case Studies
It is within all of our reach to change both our own and our students' mindsets around the negative beliefs that are holding us back.
This is important. You can do it! I won’t give up on you!
I began the experiment by eliminating messages such as "good job”, “nice work", and "nice try" and replacing them with more direct, focused feedback messages.
I am intelligent and with effort, my intelligence will grow.
How can we as a profession make sure no kids show up in 5th grade having already determined that they are not intelligent and therefore, school is not worth the effort?
He told me it was because he slowed down and was taking his time and putting more effort in his work.
Just a few words made the difference in Alex's life. He just needed to hear that someone believed in him and would show him how to get smart.
How can I convince these kids that they are capable of passing the test?
I think you espect [sic] us to act dumb because you don’t think we know how to write.
She told Mrs. L that it was easier to work on getting one thing right than to try to keep “everything I’m supposed to do right in my mind.”
I think that after saying, “You can do it!” so many times to her class, she now truly believes it too!
She told me that she sensed that students began to perceive her as more of a guide than “the enemy” when her feedback included positive comments as well as specific steps they could take to improve the skills they were trying to hone.
Until I broke the task down into different skills that they were able to master one at a time, passing the writing test must have seemed like a hopeless task to them.
When I inform him that I wish to help inspire Maria to recognize her strengths and excel in class, Ron simply replied, “Good luck!”
More importantly, Ron discovered that the structure created more opportunities for him to support and encourage struggling students like Maria in class. Maria also conceded her appreciation for the structure and found herself staying on task far more often.
Gladwell contends that “little things can make a big difference.” Starting epidemics, trends, or movements, for example, requires concentrating resources on a few key areas.
Not one of these alterations in style, behavior, or practice made by either Maria or Ron was particularly extreme, experimental, or cutting-edge. Yet, each made a substantial difference in the overall performance of the entire class.
This was a fantastic project. At first I was concerned that it would be far too time consuming and possibly too limited in scope to help on a broad enough scale. I was wrong on both counts.
By searching for solutions to help J, Mr. S was adding to his tool kit a whole host of strategies for helping all his students.