In What Ways May Teachers' Beliefs Translate Into Differential Behavior Toward Students?

Either consciously or unconsciously, teachers often behave differently toward students based on the beliefs and assumptions they have about them. For example, studies have found that teachers engage in affirming nonverbal behaviors such as smiling, leaning toward, and making eye contact with students more frequently when they believe they are dealing with high-ability students than when they believe they are interacting with "slow" students (Jerry Bamburg 1994).

Students who are perceived to be low in ability may also be given fewer opportunities to learn new material, asked less stimulating questions, given briefer and less informative feedback, praised less frequently for success, called on less frequently, and given less time to respond than students who are considered high in ability (Kathleen Cotton 1989).

In addition, instructional content is sometimes "dumbed-down" for students considered to be low in ability. Students in low groups and tracks are usually offered "less exciting instruction, less emphasis on meaning and conceptualization, and more rote drill and practice activities" than those in high or heterogeneous groups and classes (Cotton).

When teachers summarily categorize or label students, typically some students end up receiving "a watered-down curriculum and less intense-and less motivating-instruction" (Gonder).

How does the research in the passage above apply to my work as an Instructional Coach? What teacher behaviors would I encourage? What teacher behaviors would I discourage? Share reflections at next NESS Support Group meeting.

Source: http://www.kidsource.com