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Teacher Expectations and Student Achievement TESA

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Kim Rickabaugh

on 5 December 2012

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Transcript of Teacher Expectations and Student Achievement TESA

Kim Haug Teacher Expectations and Student Achievement
TESA TESA Development References TESA was developed by the Los Angeles Unified School District in 1970 Latency Response Opportunity Listening Feedback Proximity Personal Regard McKenzie, J. (2004, September 01). Quality teaching from theory into practice. Retrieved from http://questioning.org/sep04/qt.html Response Opportunity TESA strategies fall into 3 categories Equitable Distribution Response Opportunity Affirm/Correct Feedback Touching Personal Regard Elementary and Secondary Education Title III grant Thomas Good and Jere Brophy - expectation theory Narrow the achievement gap between males and females as well as minority students and white American students by training teachers to use fifteen classroom strategies Increase teacher awareness of their perceptions and how their perceptions affect their expectations of students Personal Regard Feedback Teacher expectations for student achievement: Tesa and gesa. (n.d.). Retrieved from http://schoolfile.org/index_files/u4/tesa.pdf Goodsen, C., Phipps, L., Safrit, M., & Winter, L. (2010, August 12). Tesa: Teacher expectations and student achievement. Retrieved from http://www.trianglehighfive.org/pdf/02_tesa_model.pdf Arlington Public Schools. (2011, October 11). Profession development. Retrieved from http://www.apsva.us/Page/1262 Tesa teacher expectation/student achievement: What is tesa? tesa and the icsd. (n.d.). Retrieved from icsdliteracy.wikispaces.com/file/view/TESA.ppt -Opportunity to read aloud, answer a question, or present
-Problem - less likely to call on low achievers or ask easier questions
Choral/Group response
Written Response
Non-Verbal Response
Individual Helping -Individual teacher assistance that improves students work
-Problem - give help to those whom seek it, not need it
Pair students
Use clues and signals from students
Walk around as students are working
-Time between asking a question and ending the response time
-Problem - less time for girls and low achievers
Use visuals cue that mean “thinking” for students to use to indicate they need more time
Counting to five after asking or responding to questions
Model waiting and thinking behavior Delving -Teacher provides additional information to help students answer questions
-Problem - less likely to provide clues and just let them off the hook
Rephrase the question
Build on prior knowledge
Give a hint
High-order Questioning -Requires the student to do something more then just remember the answer
-Problem - low achievers are asked lower level questions
Have a list of keywords to use
Use Bloom's Taxonomy
Plan in advance to formulate questions -Indicates if the work is acceptable or not and how to correct it if needed
-Problem - higher achievers receive more feedback and how to change than low achievers
Focus on what they are doing right before giving feedback
Practice giving timely and specific feedback
Students set clear learning goals and track progress Praise -Positive comments on student performance
-Problem - less likely to praise low achievers and when done it is on inadequate work out of sympathy
Praise first, correct second
Every 15 min praise
Cheat sheet of starter phrases Reasons for Praise -Specific information regarding why a student’s work is deserving of praise
-Problem - Rarely praise academic work of low achievers or praise too often even when wrong
Develop clear expectations for both academic and behavior
Add reasons to start phrases
Speak with colleagues about their use
-Maintains eye contact or shows that response was heard
-Problem - teachers of low achieving students spend 25% less time listening to students
Make eye contact
Restate what was heard
Nod at times
Accepting Feelings -Acknowledges the underlying feelings of a particular behavior
-Problem - Inhibited to express feelings in classroom and focus more on feedback
Build relationships
Build climate where it is acceptable to share feelings
Active listening skills -Purposeful distance with a student
-Problem - Low achievers are placed further away from the teacher
All students can be accessed easily
Flexible classroom
Courtesy -Attentive, consider, and thoughtful behavior towards a student
-Problem - many female and minority students are treated discourteously
Post courteous words on the wall
Practice in daily life
Reinforcement system for number of times words are used Personal Interest and Compliments -Recognition of a student’s behaviors or ideas that are outside of the instructional tasks
-Problem - Less likely to show interest in low achievers
Greet students everyday
Share personal interests
Ask their perspective -Brief physical touch that indicates support, need to talk, and encouragement
-Problem - Overall fear of touching students and the tendency to touch low achievers less
Pat on back
High five or fist bump
Hold hand if crying
Desisting -Responds to a problem in a calm manner
-Problem - Focus with low achievers is corrective and is negative
Planned responses for typical problems
Develop code of conduct
Separate actions and emotions
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