Scientists are concerned about the lack of student interest in studying science (Dillon & Manning, n.d.). Researchers have conducted various studies. They have determined that the influence of teachers, curriculum, and classroom environment has an impact on student interest. This literature review describes current research regarding this dilemma as well as some recommendations. According to authors Dillon and Manning, “science teachers are made, not born”. This is very important to consider as it speaks loudly about a teacher wanting to teach science. It is better for students to learn science from a teacher that wants to share their scientific knowledge (and any research experience) than to learn it from a teacher that feels indifferent about science. Teachers can influence students by setting clear expectations. This should inevitably result in positive student outcomes.
Most classrooms might have at least one student that is naturally drawn to science, experiments and activities. However science teachers have something greater than the challenge of drawing interested young minds. Science teachers have to compete against sexually explicit music, dance, celebrities, sports stars and social media. Completing a lab activity worksheet might pale in comparison to the new music video by a screaming, swearing thug with gold teeth. From all of the consulted sources, the ultimate fact that rings loudly is there is a link between the expectations of the educator and the academic and behavioral progress of their students. According to a study within the last 10 years, “Multilevel analyses of data (2004–2005) from 11,844 students and 2104 teachers in 84 Flemish secondary schools suggest that, in schools where teacher expectations are low, students report less perceived teacher support, which is associated with higher rates of self-reported school misconduct” (Demanet & Houtte,2012).
A teacher’s expectations can be voiced boisterously with no use of words. It should come across in the teacher’s body language, fair and just treatment when applying consequences for rule violations and the love and encouragement given to all students. It is so easy to declare what a teacher’s expectations should be. However, why and how this needs to be illustrated for students are another issue. First, no matter what kind of background (be it privileged or disadvantaged) the students come from, they all need to see that they will all be held to the same high standards. This sets the standard for how they should treat one another which can be summarized by one word, equality. Secondly high teacher expectations drives the creation of lessons and assessments that can challenge students to think, study and apply what they are learning in school. This practice needs to be carried out one day at a time and with consistency to create the stable and secure atmosphere that students unknowingly crave.
Incidentally, there is another factor in the equation that ultimately affects student outcome. It must be stated that teacher expectations are influenced by the administration. After interviewing 15 teachers at a small private school, they all reported lowered expectations (with regard to student behaviors) because the principal didn’t impose consequences for misconduct. For instance, a second year history teacher said sadly, “If Mrs. W. isn’t going to send that kid home for suspension after he jumped over a Mrs, Chatham to hurt another child, then why should I bother to say anything when he is disruptive. She lets him get away with bloody murder because he is bringing in scholarship funds and 7 other siblings on scholarships. What are the other kids going to think?” If an adult feels this way when a principal lowers her own standards for the students, imagine what the students feel when teachers clearly show negative or diminished expectations. On the other hand, having high expectations for students drives the creation of interactive activites that are stimulating and challenging.
In a 2012 study, 1191 students were selected to participate in a game that involved the use of computers. The conclusion of that study was, “student’s interests in science increased, their attitudes about science increased. Moreover, as student’s pre-interests and attitudes about science increased, their post science assessment scores increased” (Holmes, 2010). One of the fascinating things about education is the testimony of student outcomes. When motivating curriculum, passionate science educators with high expectations come together, sparks can fly. A shining example is the result of a chemistry exercise involving high school students. They had an attitude adjustment with regard to acids and bases in chemistry. According to the results, “ Students’ answers to the ‘Attitude toward Chemistry Lesson Scale also reflected positive increases in four dimensions as (i) Interest in chemistry lesson; (ii) Understanding and learning chemistry; (iii) The importance of chemistry in the life, and (iv) Chemistry and occupational choice” (Sesen & Tarhan 2010). The lesson was presented in such a way that students were made to believe that they can grasp, perform and understand the very same chemistry lesson that might have seemed intimidating in the first place. Having high expectations means encouraging students to figure out what really works for their learning styles. If given an opportunity, they can discover new things about themselves and capitalize on it. For example, there was a study involving 54 eighth-grade students in Pingtung County, Taiwan. The students indicated that video presentations can best assist them in understanding the experiment ( Lin, H., et.al., 2012).
When Reverend Jesse Jackson recited in one of his many speeches, “Your attitude will determine your aptitude” it was very true statement. With regard to teachers and the issues discussed in this paper, it is a bold statement. To make it simple, if a teacher believes their students are not able to learn, they won’t learn. It imposes on what the students believe about themselves. In an article about teacher’s attitudes and student’s opposition, an interesting report was shared. Apparently, regardless of prior achievement, “attending schools where the results suggest that feelings of futility correlate with students’conduct as general strain theory suggests: students who feel that they lack the power to influence their own scholastic attainment have a higher likelihood of breaking school rules.” (Demanet, Houtte 2012). A teacher’s belief about their students will influence feelings during the lesson. It can be detected by the students whether teacher speaks one word or none at all. It can actually influence how much the students believe in themselves. In turn, the outcome can be poor retention of the lesson and undesireable behavior.
In conclusion, there is no doubt that teachers expectations can have a positive or negative effect on all of the ingredients that influence student’s success. These include: Students attitude about themselves and their own abilities, the way a lesson plan is carried out, curriculum and classroom environment. They play an enormous role in whether or not students can learn. The expected learning outcome should be presented to students at the beginning of each lesson following the explained objectives. It must be stated for instance, By the end of this lesson or chapter it is expected that you will understand cell membrane structures and functions”. Or, For the fire drill, you will be expected to leave through the back door towards the rear staircase in an orderly fashion. Children must be told what is required of them in an encouraging way. With regard to scientific subjects (like chemistry and physics) that often strike fear in many students, the teacher must project passion and delight in the field in order to build enthusiasm and confidence. This will allow for students to learn in a fun way. On the other hand, even if the lab is full of encased bugs to analyze, fun microscopes, agar plates and lab coats, the students might not take much interest in science and use the equipment in the safest way if the teacher is discouraging. What they instead will learn is that the teacher doesn’t believe they will be successful with the lessons. Or, if the low teacher expectations lead to poor discipline policies then the students will learn that they can arrive late, keep poor attendance, bully the nerdy kid, throw paper spit balls and pop loud chewing gum all with no consequences. Student outcomes reflecting great discipline, self esteem and academic excellence are fruits that emerge from the tree of high expectations.
References
Butnaru, S., Gherasim, L., & Mairean, C. (2012). Prediction of school performance: The
role of motivational orientation and classroom environment. Procedia - Social and Behavioral Sciences, Retrieved from http://www.sciencedirect.com
Demanet, J., & Houtte, M. (2012). Teachers' attitudes and students’ opposition school misconduct as a reaction to teachers’ diminished effort and affect. Teaching and Teacher Education, Retrieved from http://www.sciencedirect.com
Dillon, J., & Manning, A. (n.d.). Science teachers, science teaching. Retrieved from http://www.mcgraw-hill.co.uk
Holmes, V. (2010). New digital energy game, the use of games to influence attitudes, interests, and student achievement in science. New Digital Energy Program, Retrieved from http://files.eric.ed.gov/fulltext/ED536550.pdf
Lin, H., Lou, S., Shih, R., & Tseng, K. (2012). Improving the effectiveness of organic
chemistry experiments through multimedia teaching materials for junior high school students. The Turkish Online Journal of Educational Technology, 11(2), Retrieved from http://www.eric.ed.gov/PDFS/EJ989020.pdf
Sesen, B., & Tarhan, L. (2010). Promoting active learning in high school
chemistry: Learning achievement and attitude .Procedia Social and Behavioral Sciences, Retrieved from http://www.sciencedirect.com
