The importance of having high expectations for students is thrown about so often that it’s lost any real meaning.
It rolls off the tongue like a royal decree.
“Thou maketh high expectations!”
On cue, everyone nods along—Oh yes, yes, so important—while afraid to ask what it means in practice. The assumption is that it’s simply a push for student improvement.
You must “set the bar” like reading at grade level, writing a five-sentence paragraph, or reaching 80 percent on the math exam.
This is fine, I suppose. It helps a teacher consider what they want, which is good, but the application of it slips right through the fingers.
It doesn’t translate into what you’re actually supposed to do.
The result is that real success remains elusive. For high expectations to mean anything at all, there must be a clear target and a path to get there.
Our definition here at SCM gets to the heart of what it means in the truest, most applicable sense. It addresses the granular, the reality of what you actually need to do.
It also provides clarity for students.
A word of warning, however. It is high expectations. High, meaning a challenging target, and expectations, meaning it must be accomplished.
The SCM Definition
For teachers, high expectations means that everything you teach must be proven by students independently. Therefore, for students to be able to do the work as taught, your lessons need to be exceptional.
For students, high expectations means that everything that is taught must be then performed all on their own.
This requires that they understand the truth (that is often hidden from them, appallingly) that if they are to grow strong academically, only they can do it.
The Result
The result is that teaching and learning improve dramatically. They also become much more enjoyable for both teacher and students.
As for criticism that our definition is unrealistic, two points:
First, it’s being done right now in classrooms all over the world. And yes, even in the most difficult schools and among “low performing” students.
Second, it’s called high expectations. Nodding along and saying that you believe in them but teaching as if you don’t means that you don’t believe in your students.
They can’t do it.
They have obstacles, learning issues, attention problems, difficult home lives, etc. Therefore, you have no choice but to handhold them over the lowest rungs on the bar.
Forgive me, but this is a lie from the pit of Gehanna and the reason nearly 75 percent of eighth graders can’t read or do math proficiently.
The truth is, they can do it, all of them and at a high level. But you have to expect it in the true sense and practice of the word, one lesson at a time.
And so do your students.
PS – Check out my new book Unstressed: How to Teach Without Worry, Fear, and Anxiety.
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So how do you do it?
Read the SCM Definition.
I had a college professor that exemplifies your article. I’ll never forget her and often remind myself to try to be like her. She was teaching us about guiding children and during the semester she never hid a method or fact for us to tease out. She was clear with outlines, page numbers and encouraged us to reference our text as often as needed. Even during tests, but not the exam.
High expectations are not ladders without rungs. Thank you for this article, I needed the reminder. 🙂
Yes….and my 7th grade teacher (my best teacher ever!) did as in Michael’s article and as Jeanne’s professor. He set the high goal with direction, and then— as a great coach will do— provided guidance along the way, instilling confidence, motivation, and self-reliance. As a sub, I’ve seen that many teachers have the desire to run their classrooms that way, but somehow don’t implement it or it fades away, probably because nowadays many teachers and many admins don’t want to risk the students not “liking” them because the teacher made then “work too hard”.
Let’s not forget the parent’s role in this. When I’ve tried this method, some parents don’t like it one bit and have complained about me.
One time at a parent conference, I said nice things about the student (all true) and then also mentioned that she is late everyday by at least 20-25 minutes. This wasn’t entirely her fault because she was dependent on her parents for the ride (6th grader) to school. The parents FREAKED OUT that I said that said how dare I tell them what to do and it’s none of my business! My jaw dropped with astonishment at their response. I ended the meeting right then and there and they went to the principal and complained about me.
So yeah, I still apply high standards but you have to be aware of the huge effect parents have on their kids and school- for good or bad- which is outside our control.
Great article….this concept seems so lost in the era of hand holding, and “it’s ok to turn in late work”. I teach middle school and I recently looked at some tests from 7 years ago then at my current tests. What a shock….how did I fall off the path. I couldn’t dream of giving my current crop of students those older tests, but after reading this I will put those tests back into my lesson matrix. I also won’t worry about what the admins and parents think too much about this. This idea feels like the right thing to do.
I’ve seen the same as Bill. A drastic difference in performance and ability to follow the article’s guidelines on expectations. I will keep on keeping on in the manner if this article for the sake of the kids’, not the administration or parents. I would rather hand hold them than the ones up and coming. They are the future. We will all benefit from that. Stay strong, be brave. 🌞
Please give us concrete examples. Like the before, what you did, and the after.
Thanks for all your advice.
Learning targets, success criteria and above all lesson closure