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　　JPED 研究院教育就是對(duì)自然法則智慧的展現(xiàn)，這種展現(xiàn)不僅僅指各種事物及其蘊(yùn)含的力量，而且包括人類和他們的各個(gè)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(guó)博學(xué)家)

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

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

　　期望的力量 《The Power of Expectations》Zain Adams達(dá)羅捷派學(xué)院教務(wù)主任南非教育學(xué)博士(在讀)，休瓦特教育學(xué)院(南非)教育專業(yè)學(xué)士學(xué)位，15年教育經(jīng)驗(yàn)，教學(xué)足跡遍布整個(gè)亞洲。3項(xiàng)教育專業(yè)文憑。擅長(zhǎng)引導(dǎo)學(xué)生找到適應(yīng)自己的學(xué)習(xí)方式，并據(jù)此制定更學(xué)習(xí)計(jì)劃。

　　期望教育的定義和影響是什么呢?

　　根據(jù)定義，期望是對(duì)未來和預(yù)期成果的強(qiáng)烈信念。教師通常認(rèn)為“期望”是用來指導(dǎo)和告知學(xué)生行為的標(biāo)準(zhǔn)。

　　作為老師，我們對(duì)學(xué)生是有明確期望的，學(xué)生也知道在我們的課堂上應(yīng)該期待學(xué)習(xí)到什么內(nèi)容。我們堅(jiān)持不懈的向?qū)W生傳達(dá)我們的期望，但是老師的期望是如何影響學(xué)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(fā)展?jié)摿�測(cè)試的研究成果

　　1964年，哈佛大學(xué)心理學(xué)家羅伯特·羅森塔爾在舊金山的奧克小學(xué)進(jìn)行了一項(xiàng)開創(chuàng)性的實(shí)驗(yàn)。他對(duì)學(xué)生進(jìn)行了一項(xiàng)標(biāo)準(zhǔn)智商測(cè)試，但這項(xiàng)實(shí)驗(yàn)被偽裝成了一個(gè)名字叫做“未來發(fā)展?jié)摿�測(cè)試”的特殊測(cè)試。然后，他在每個(gè)班隨機(jī)抽取學(xué)生，并告訴負(fù)責(zé)老師這些被抽取的學(xué)生注定會(huì)在學(xué)業(yè)上有所成就。

　　第二年，被抽取的學(xué)生表現(xiàn)就如他(心理學(xué)家羅伯特·羅森塔爾)所預(yù)測(cè)的那樣，一年級(jí)學(xué)生的智商平均提高了27分。羅森塔爾由此得出結(jié)論：“老師對(duì)學(xué)生的信任促使學(xué)生取得更大的成就。”他補(bǔ)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(duì)待他們。”

　　在進(jìn)一步的研究中，羅森塔爾發(fā)現(xiàn)，期望會(huì)影響教師和學(xué)生之間的即時(shí)互動(dòng)。“老師們會(huì)給學(xué)生更多的時(shí)間來回答問題，給學(xué)生更具體的反饋以及更多的認(rèn)可。”羅森塔爾稱他的發(fā)現(xiàn)為“皮格馬利翁效應(yīng)”。

　　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(yīng)從皮格馬利翁效應(yīng)中學(xué)習(xí)到什么?

　　那么教師從這種效應(yīng)中可以學(xué)習(xí)到什么?也許我們應(yīng)該重新思考和評(píng)估我們的教學(xué)方法。這可能并不簡(jiǎn)單，如果我們希望學(xué)生們相信他們自己可以有機(jī)會(huì)取得成功，那我們就要勇于反思我們的信念和教學(xué)方法，并及時(shí)采取行動(dòng)，成為更有影響力的老師。

　　低期望同樣具有很強(qiáng)的影響力。我們發(fā)現(xiàn)被別人貼了特殊學(xué)生、貧困學(xué)生或者少數(shù)族裔標(biāo)簽的學(xué)生，會(huì)因?yàn)榈推谕�而表現(xiàn)不佳。

　　作為不斷進(jìn)步的教育者，我們需要向所有學(xué)生傳達(dá)高期望，包括那些“有問題”的學(xué)生。根據(jù)羅伯特(研究者)的說法，我們需要觀察我們的學(xué)生，了解他們的學(xué)習(xí)動(dòng)機(jī)。我們必須更加全面的去了解我們的學(xué)生，不斷的反思并且付諸行動(dòng)。

　　老師應(yīng)該也要重視一些非語言的交流(肢體語言)，比如聳肩、挑眉，會(huì)對(duì)學(xué)生產(chǎn)生的負(fù)面影響。教育工作者需要提高情商，一舉一動(dòng)都很容易反映出老師對(duì)學(xué)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(gè)人標(biāo)準(zhǔn)，也要對(duì)學(xué)生有更高的期望，這是一個(gè)雙贏的局面，會(huì)給老師和學(xué)生雙方帶來正面的引導(dǎo)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(xiàn)):

　　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.