Teacher is not Modelling High Expectations for Students

Teacher is not Modelling High Expectations for Students

Principal Dan has noticed that Teacher Tara is often not present at meetings regarding coaching and training on positive high expectations. He makes a note to ask the Instruction Coach Catherine to work with Tara on expectations and support her in the classroom. 

Catherine observes a language lesson. Tara has been reading ‘The Third Grade Angels‘ with the class and is discussing the characters in the novel. Throughout the lesson, there are very few opportunities for all students to respond. To model specific strategies, Coach Catherine asks students to identify three character traits for the main character and to be ready to explain why to the class. While students discuss with their partners, Catherine is moving around the class and giving feedback on their discussions to keep students engaged and motivated to complete the task. During the sharing of the characters traits, Catherine calls on all groups to share one idea and gives a positive, specific comment to promote engagement. 

In a positive high-expectations classroom, the teacher implements a monitoring procedure called active supervision. When implemented with fidelity, active supervision reduces incidences of minor problem behaviours, leading to an increase in student engagement.