I like quotations.
One of my favorites is Robert Browning’s “a man’s reach must exceed his grasp, or what’s a heaven for.”
Talk about setting high expectations!
High expectations are important. I can’t tell you how many times I’ve heard teachers look at something and say, “my kids can’t do that.”
I just said it about something I was looking at in my lesson planning.
Then I realized that of course my students can’t do that, I haven’t taught them how to yet.
Sometimes teachers forget that we don’t have to teach what the students already know and can do but we do have to teach them what they can’t do. We have to expect them to be able to learn it.
If we don’t, they won’t.
My son is a voracious reader who got a perfect score on his 4th grade state ELA test. He wants to grow up to be an English professor.
His 7th grade English teacher told us that he has much deeper understanding of the assigned readings than the other students in the class and showed it every day in class discussions in which, she said, he sounded more like a high school student than a 7th grader.
But she could not give him the A he otherwise so richly deserved because he did not do his homework.
She wasn’t teaching English. She was teaching compliance.
Then there was his 8th grade honors English teacher who gave the class the homework assignment of making a list of the characters in a play they were reading. No, not character analyses. Not character sketches. Not a chart of the inter-relationships among characters.
Just a list of their names.
My son refused to do the homework because, as he wrote in a note to his teacher, it was inane and insulting to honors English students who were well aware that there is a list of a play’s characters right in the front of the script.
His ELA grades kept going down because of low or misguided teacher expectations, not because he was any less interested in ELA and not because he was any less capable of reading with insight and writing with clarity.
My son did struggle with math. He never got a grade above a D in any aspect of math.
But his 6th grade math teacher had clear, explicit and very high expectations for the class and she taught students how to meet them.
He got an A.
More than that, he began to understand that he was not bad at math, that he should not expect for it to be too difficult for him.
Students need to know their teachers believe in them.
They need their teachers to set clear, specific, high goals and make them explicit.
Then they need their teachers to teach them how to meet those goals.
My students can learn how to meet them.
Your students can learn how to meet them.
Now it is up to us to learn how to set them.