High expectations and esteem

High expectations and esteem

Developing the potential of every student goes beyond simply telling students they are capable. It means identifying and building on positive differences and enabling education and capability development.

These differences may be cultural and include character traits that are purposeful or beneficial. Effective educators acknowledge culturally based differences that are functional and can reinforce high expectations for students. Strategies for instilling a culture of high achievement can be culturally responsive and positive for all students. 

‘Sometimes we think we are being receptive to culture when we are just colluding with low expectations. A teacher who backs off when a child says, “You’re picking on me because I’m black”; a teacher who doesn’t set homework because they don’t think it will get done; the principal who never has a hard conversation with a family about why a child is missing every Thursday and Friday; all collude with beliefs about the restricted learning potential of Indigenous children.’

Reference: ‘The most important reform — Chris Sarra, Indigenous education needs magic bullet’, The Australian, 26 February 2009

Self-esteem

Self-esteem is an important element in developing student potential. Cultural and racial confidence is important, but esteem should never be based solely on racial identity. Esteem based on promotion of racial pride keeps the focus on skin colour, rather than the content of character and achievement.

Effort and achievement, that lead to mastery, positive character and behaviour, are the best sources of esteem to cultivate and develop in students.