High Expectations in the Classroom: The Pygmalion Effect

Since I started teaching, one strategy has always accompanied me: having high expectations for all students.

During my time at university in Madrid, I vividly remember one of my professors introducing us to the concept of the Pygmalion effect, and it has remained in my thoughts ever since. The professor explained to us how psychologists conducted an experiment involving two groups of students: one group with a higher academic level and another group with a level below the average. Both groups were taught by the same teachers, who maintained high expectations for the group that, at first glance, had a lower level, and low expectations for the group with a higher level. Throughout their teaching practice, the teachers consistently upheld these expectations and made sure the students were aware of them.

What fascinated me about this case was that the group with the lower academic level showed remarkable progress in their learning, surpassing expectations, while the group with the higher level performed significantly below their potential.

The Pygmalion Effect: The Research

The Pygmalion Effect, also known as the self-fulfilling prophecy, was first studied, and discovered by Robert Rosenthal and Lenore Jacobson in the 1960s. Their revolutionary research shed light on the powerful influence of teacher expectations on student performance and achievement. In their renowned study, Rosenthal and Jacobson conducted experiments in elementary schools to investigate how teacher expectations could shape student outcomes. The research took place in a California school district and involved over 300 children and 18 teachers. The study was conducted over the course of one academic year.

To begin the study, Rosenthal and Jacobson administered a test to all pupils in the participating schools. The test, which was designed to measure students’ intellectual abilities, served as a baseline for their performance. However, unknown to the teachers, the test was a non-standardized instrument and did not actually measure the students’ true abilities.

Following the test, the researchers randomly selected a portion of the pupils and identified them as “academic bloomers.” These students were labelled as having shown exceptional potential for intellectual growth based on the test results, even though the designations were entirely random and had no correlation with the actual abilities of the pupils.

Next, Rosenthal and Jacobson informed the teachers about the results of their study. They informed the teachers that these selected students were expected to demonstrate significant academic growth and intellectual development throughout the year. The teachers were led to believe that these students were on the verge of experiencing a substantial “bloom” in their abilities.

Throughout the academic year, the researchers observed the children and documented their progress. At the end of the year, the children were retested using the same non-standardized test that was administered at the beginning. The results were then compared with the initial baseline scores.

Remarkably, the pupils who were randomly designated as “academic bloomers” showed significantly greater improvement compared to their peers. Their post-test scores were higher than expected based on their initial baseline scores. This phenomenon demonstrated the power of teacher expectations in influencing student performance. The mere belief that certain students had exceptional potential resulted in higher achievement.

The Pygmalion Effect research by Rosenthal and Jacobson shed light on the underlying mechanisms at play. They found that teachers’ expectations influenced their behaviours towards the students. Teachers tended to provide more challenging and engaging opportunities, offer additional support and guidance, and provide constructive feedback to the “academic bloomers.” These actions reinforced high expectations, created a positive learning environment, and motivated the students to excel.

The Pygmalion Effect research conducted by Rosenthal and Jacobson demonstrated that teacher expectations have a direct impact on student performance and achievement. Their work highlighted the importance of holding positive expectations and creating a supportive learning environment for all students.

The innovative research has had a profound impact on education, paving the way for a deeper understanding of the role of expectations in shaping student outcomes. The Pygmalion Effect continues to be a focal point of research and serves as a reminder of the immense influence that teachers hold in unlocking the potential of every student. The findings have implications for educators, administrators, and policymakers, emphasizing the need to set high expectations for students, provide targeted support, and create a positive classroom climate that nurtures growth and success.

Holding high expectations in the classroom

PERSONAL RESEARCH AND EXPERIENCE

From my own experience, I have learned that high expectations must go beyond mere words. As teachers, we must demonstrate our belief in our students’ abilities through our actions. Children are astute observers and can easily discern whether our words align with our true intentions. It is not enough to simply tell them, “You’re very clever” or “I believe in you.” We must genuinely mean what we say.

Unfortunately, I have noticed instances where teachers communicate high expectations to their pupils, but then inadvertently undermine those expectations by providing excessive support or isolating them from the rest of the class to work with a learning support assistant. These mixed messages confuse the children. On one hand, we are praising their intelligence, but on the other hand, we are separating them and providing excessive scaffolding to complete their work.
To establish genuine high expectations, we need to strike a balance between knowing our students well, understanding their Zone of Proximal Development (ZPD), and practicing “tough love.” It is essential to give students opportunities to try independently and provide them with just enough support, the necessary scaffold, to access the learning. This approach allows them to feel that we genuinely have high expectations for their abilities.
By knowing our students well, we can identify their strengths, weaknesses, and individual needs. Understanding their ZPD enables us to provide appropriate challenges that push them to grow while still within their grasp. And by practicing “tough love,” we give them the space and independence to take risks, make mistakes, and learn from them. Only then can we provide the necessary support to bridge the gap between their current abilities and the desired learning outcomes.

In conclusion, high expectations in the classroom require more than just words. They need a deep understanding of our students, a keen awareness of their ZPD, and the willingness to strike a balance between independence and support. When students feel that we truly believe in their capabilities and challenge them to rise to the occasion, they are more likely to exceed their own expectations and achieve remarkable growth.

Applications in Today’s Primary Schools:

Cultivating a Growth Mindset: The Pygmalion Effect aligns with the concept of a growth mindset, emphasizing that intelligence and abilities are not fixed but can be developed through effort and perseverance. By promoting a growth mindset in the classroom, teachers can empower pupils to believe in their capacity to learn and achieve, thereby setting the stage for higher expectations and enhanced performance.

Establishing a Positive Classroom Culture: Creating a positive classroom culture is crucial for nurturing high expectations. Teachers can promote a supportive and inclusive environment where all students feel valued and encouraged to reach their full potential. By setting clear expectations, providing constructive feedback, and offering opportunities for growth and success, teachers can cultivate a positive classroom climate that holds high expectations and motivates children to excel.

Differentiated Instruction: The Pygmalion Effect emphasizes the importance of individualised instruction. Teachers can tailor their teaching strategies and learning materials to cater to the diverse needs and abilities of their pupils. By recognising and building on students’ strengths, providing targeted support, and offering challenging opportunities, teachers can convey their high expectations and create a pathway for success for each student.

Positive Teacher-Student Relationships: Building positive relationships with students is vital for fostering high expectations. When teachers develop strong connections with their students, it creates a sense of trust and rapport that can positively influence student motivation and engagement. By investing time in understanding students’ interests, aspirations, and challenges, teachers can communicate their belief in students’ potential and inspire them to surpass expectations.

Continuous Assessment and Feedback: Regular assessment and constructive feedback are crucial for promoting high expectations. By providing students with specific and timely feedback, teachers can guide their learning and growth. Acknowledging progress and celebrating achievements reinforces high expectations and encourages students to strive for continued improvement.

Bibliography:

Rosenthal, R., & Jacobson, L. (1968). Pygmalion in the Classroom: Teacher Expectation and Pupils’ Intellectual Development. Holt, Rinehart & Winston.

Clearfield, M. W., & Mix, K. S. (1999). Number versus contour length in infants’ discrimination of small visual sets. Psychological Science, 10(5), 408-411.

Grossmann, T., Johnson, M. H., Lloyd-Fox, S., Blasi, A., Deligianni, F., Elwell, C., & Csibra, G. (2008). Early cortical specialization for face-to-face communication in human infants. Proceedings of the Royal Society B: Biological Sciences, 275(1653), 2803-2811.

Libertus, M. E., Feigenson, L., & Halberda, J. (2011). Preschool acuity of the approximate number system correlates with school math ability. Developmental Science, 14(6), 1292-1300.

Mehler, J., Bertoncini, J., Barriere, M., & Jassik-Gerschenfeld, D. (1978). Infant recognition of mother’s voice. Perception of auditorily guided eye movements. Lancet, 312(8098), 1185-1186.

Werker, J. F., & Tees, R. C. (1984). Cross-language speech perception: Evidence for perceptual reorganization during the first year of life. Infant Behavior and Development, 7(1), 49-63.

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