I agree with both of you. Great comment. We have to be careful of the words we use and the assumptions or judgements we make.
Craig - I agree - we typically get back what is expected. If nothing is expected - nothing is given.
Good job!
Jane Davis
Ed107 Facilitator
I think of the Pygmalion effect as a way of building confidence in learning.People like to do whatever they are good at. And we usually DON'T like to do what is difficult for us.If we tell a class: "When we're done today,you will all be able to rebuild a 6-speed transmission.",they get warm and fuzzy about it when they're done with the learning. Feel good = confidence. If you tell them that they will learn, well, they WILL LEARN. If you tell them " This is going to be really difficult.", some of them will feel that they are expected to hate it.
I didn't realize that that the pygmalion effect had such a dramatic impact on people..
Very good comments Charles!
I think it is important that instructors self disclose just as we expect to learn about our students. An instructor becomes more real and approachable when they are able to share info about themselves.
keep up the good work!
Jane Davis
ED107 Facilitator
I have seen first hand how we as instructors can influence students with OUR attitude. I always use this statement whenever I start a new class - If you bring a positive attitude to class everyday I will do the same. I challenge my students to absorb as much as possible and I will do my best to present our course material. I also think it is very important to let students know that you are human. By bringing a positive attitude to class (especially the first day)I can help each student make a decision to do the best they can and in the process hopefully let them have a "self-fulfilling prophecy" of doing good in my class.
Like I tell my students - see the glass half full rather than half empty!
Jane Davis
Ed107 Facilitator
This speaks to the Pygmalion effect. I've used this technique for some time and found that in the vast number of situations with students, that have said " I'm going to fail", when I pointed out they were right, they were shocked! Then I countered that if they re-direct their frame of mind to a more positive approach, " I can pass this course", then at least they stand a fighting chance.
Hi Phillip!
Great observation! That positive reenforcement that everyone can learn certainly is very worthwhile for all students. Often students just need someone to believe in them. Truly the sign of a real educator.
Keep up the good work!
Jane Davis
ED107 Facilitator
There is always a diamond in the ruff!
I think this is a very important subject. I have noticed that when I begin a class,with positive statements and reinforce the fact that each student present,has the capability of learning the material and passing the course the students do better. I think each instructor can benefit from the knowledge of the pygmalion effect.
Hi Gregory!
Very good approach! People may have some simularities, but we are certainly more different than the same. Soooooooooooo important that we see our students as individuals with different needs. Even though it is difficult - from a time management standpoint - to prepare classroom activities for each student, we can be sensitive to individual needs and differences. What techniques or strategies have you used to meet the needs of those more challenged and/or challenging students?
As an instructor myself, I feel if I have created a learning environment for all students, learning WILL take place.
I know that I would be in good hands in each of your classrooms. Continue to created positive learning opportunities for both your students and yourselves.
Jane Davis
ED107 Facilitator
I lesson to the instructors that have had some students befor me and they tell all about their experiances with the studnets. The ones that are slow and the ones that they feel will fail. I just leeson and then I wait until I teach them and let them show me what they can do and help them as much as I can to be sucessful.
I really struggle with this as well... not with students who aren't traditional learners, rather with students who aren't "happy people". It is so much easier to teach a happy, engaged, positive, curious person than a negative, angry defeated person. This applies to the work environment as well (I am adjunct faculty and so view the students in terms of what it would be like to work with them after they graduate) ...the only way I have found to get through it is to approach all of the angry, hostile students/coworkers with compassion :) Some days this is easier than others...
I too have been guilty of underestimating students, especially the seemingly incorrageble ones.Now I will interact with these students differently.
Hi David,
It is so important to be reminded that each student in a classroom is different. How to handle differences?
Jane Davis
Ed107 Facilitator
I have to agree with Brenda. We had a student who didn't seem to understand the concepts in class. When the final quiz came through, the student came from left field and really surprised everyone around him!!! Even his mind mapping techniques were a bit unorthodox, but he understood and amazed many around him! I have found myself unconsciously gravitating to students who show enthusiasm. I daily remind myself I am dealing with 60+ different personalities, different learners, and try then to involve everyone.
I have always expected my students to do well and frequently tell them so.
They may not excell in all areas but they will always improve with positive affirmation.
I frequently feel they are attempting to earn my approval and respect rather than just to pass a quiz or test.
The fact they are being encouraged to do well usually aids retention of information.
I find used to find myself making snap judgements about a person or their work abilities,some time i was right. but latley i have been trying not to predetermine my students and let there actions speak for them self. and i noticed that if i put my feelings aside then the students who are supseptible to the pygmalion effect. if i offer advice instead jhumping to conclusions then they preform a lot better
I hate to admit this, but I have been guilty of doing this. It never occurred to me that I did in fact influence the outcome for the student. With this information, I will make every effort to avoid these negative expectations.
