歡迎來到達羅捷派研究院

　　JPED 研究院教育就是對自然法則智慧的展現，這種展現不僅僅指各種事物及其蘊含的力量，而且包括人類和他們的各個方面，以及熱切希望和這些自然法則和諧相處的情感與意志的塑造。--托馬斯·亨利·赫胥黎(英國博學家)

　　教師作為工作在一線的教育者，對于教學、教研、德育等工作擁有的話語權，JPED 研究院將為大家定期推出外教+中教對于教學相關工作的感悟。

　　今天，我們將為大家推出達羅捷派研究院的期推文-來自達羅捷派教務主任Mr.Adams《期望的力量》，帶你深入達羅捷派教學最前線，全面了解達羅捷派的創新教育理念。

　　期望的力量 《The Power of Expectations》Zain Adams達羅捷派學院教務主任南非教育學博士(在讀)，休瓦特教育學院(南非)教育專業學士學位，15年教育經驗，教學足跡遍布整個亞洲。3項教育專業文憑。擅長引導學生找到適應自己的學習方式，并據此制定更學習計劃。

　　期望教育的定義和影響是什么呢?

　　根據定義，期望是對未來和預期成果的強烈信念。教師通常認為“期望”是用來指導和告知學生行為的標準。

　　作為老師，我們對學生是有明確期望的，學生也知道在我們的課堂上應該期待學習到什么內容。我們堅持不懈的向學生傳達我們的期望，但是老師的期望是如何影響學生的呢?

　　By definition, expectations are a set of strong beliefs surrounding future outcomes and anticipated results. Teachers typically think of “expectations” as the standards used to direct and inform the behavior of students (Ritchart, 2015).

　　As teachers, we have clear expectations of our students and students know what to expect in our classes. We communicate our expectations to students and we uphold it relentlessly. But how do teacher expectations influence the performance of our students?

　　未來發展潛力測試的研究成果

　　1964年，哈佛大學心理學家羅伯特·羅森塔爾在舊金山的奧克小學進行了一項開創性的實驗。他對學生進行了一項標準智商測試，但這項實驗被偽裝成了一個名字叫做“未來發展潛力測試”的特殊測試。然后，他在每個班隨機抽取學生，并告訴負責老師這些被抽取的學生注定會在學業上有所成就。

　　第二年，被抽取的學生表現就如他(心理學家羅伯特·羅森塔爾)所預測的那樣，一年級學生的智商平均提高了27分。羅森塔爾由此得出結論：“老師對學生的信任促使學生取得更大的成就。”他補充說，“如果我們期待人們做出某些行為，我們就要以不同的方式對待他們。”

　　在進一步的研究中，羅森塔爾發現，期望會影響教師和學生之間的即時互動。“老師們會給學生更多的時間來回答問題，給學生更具體的反饋以及更多的認可。”羅森塔爾稱他的發現為“皮格馬利翁效應”。

　　In 1964, a Harvard psychologist named Robert Rosenthal performed a ground-breaking experiment at Spruce Elementary school in San Francisco. He conducted a standard IQ test on students but pretended to do a special test called the “Harvard Test of Inflected Acquisition”. He then placed random students in each class and told the teachers these students were destined to flourish academically.

　　Over the next year, these students excelled just as he predicted and the first graders especially increased their IQ scores by 27 points on average. Rosenthal thus concluded that it was the teachers’ belief in their students that prompted the students to achieve. He added that “if we expect certain behaviors from people, we treat them differently” (Ellison, 2015).

　　In his further research, Rosenthal found that expectations affect teachers’ moment-to-moment interactions with their students. “They give students that they expect to succeed more time to answer questions, more specific feedback, and more approval” (Spiegel, 2012). Rosenthal called his discoverythe Pygmalion Effect.

　　教師應從皮格馬利翁效應中學習到什么?

　　那么教師從這種效應中可以學習到什么?也許我們應該重新思考和評估我們的教學方法。這可能并不簡單，如果我們希望學生們相信他們自己可以有機會取得成功，那我們就要勇于反思我們的信念和教學方法，并及時采取行動，成為更有影響力的老師。

　　低期望同樣具有很強的影響力。我們發現被別人貼了特殊學生、貧困學生或者少數族裔標簽的學生，會因為低期望而表現不佳。

　　作為不斷進步的教育者，我們需要向所有學生傳達高期望，包括那些“有問題”的學生。根據羅伯特(研究者)的說法，我們需要觀察我們的學生，了解他們的學習動機。我們必須更加全面的去了解我們的學生，不斷的反思并且付諸行動。

　　老師應該也要重視一些非語言的交流(肢體語言)，比如聳肩、挑眉，會對學生產生的負面影響。教育工作者需要提高情商，一舉一動都很容易反映出老師對學生的期望值。

　　So how can teachers learn from this phenomenon? Perhaps we should rethink and assess our beliefs.Perhaps we should re-imagine our approaches. This will not be easy. If we hope is to give our students the best possible chance to achieve success, then we should be brave enough to reflect on our beliefs and approaches. We should then take the necessary action to become more effective teachers.

　　Low expectations are just as influential. In classrooms where we track students from an early age, we find that students under-perform. Even in society where we label special needs students, poor students and minorities, we find that students under-perform due to our low expectations.

　　As progressive educators, we need to communicate high expectations to all our students, including the “problem” ones. According to the researcher, Robert Pianta, we need to observe our students and learn what motivates them. We must get to know our students and we must reflect on our practice (Spiegel, 2012).

　　Even our non-verbal communication should be examined. A shrug of the shoulders, a raised eyebrow, can project negativity towards our students. Educators need to improve their emotional intelligence.A teacher’s demeanor can easily reflect the level of expectations.

　　教師需要追求更高的個人標準，也要對學生有更高的期望，這是一個雙贏的局面，會給老師和學生雙方帶來正面的引導和反饋。

　　Teachers need to aspire to high personal standards and to also set high expectations for all their students. This will indeed result in better outcomes for students as well as teachers.

　　References(參考文獻):

　　1.Ellison, K. (2015). Being honest about the Pygmalion Effect. Retrieved from http://discovermagazine.com/2015/dec/14-great-expectations

　　2.Spiegel, A. (2012). Teacher’s expectations can influence how students perform. Retrieved from https://www.npr.org/sections/health-shots/2012/09/18/161159263/teachers-expectations-can-influence-how-students-perform

　　3.Ritchhart, R. (2015). Creating cultures of thinking: The 8 forces we must master to truly transform our schools. Retrieved from http://ebookcentral.proquest.com.