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People have expectations from self and from others. Having either high or low expectations from others and self could lead to dramatically different outcomes. In this course, we will explore what it means to expect great things from our students. We will learn this by understanding the meaning of high expectation and how it looks like in students.

Thank you for embarking on this journey. For an effective learning experience, please switch off any notifications, use a notebook to write down your learning and questions as you take the course. 

This course explores what high expectation is and the impact of having high expectations on children. 

It consists of 5 sections.

Section 1- Here, we will explore what high expectation is and how it looks like in real life. We will also reflect on our understanding about high expectations.

Section 2-  In this section, we will explore what it means to have high expectations in a classroom and why it is important to have high expectations from children.

Section 3-  In this section, we will explore different strategies to have high expectations from our students.

Section 4-In this section, we will explore different ways to share our learning and best practices with our peers.  

Section 5-In this section, we will answer a set of questions that can help us understand the extent of our learning about the power of high expectations. 

 

TAL standards:

I-2 Develop students' rational understanding that they will benefit from achievement (""I want"") through connections between class achievement and their lives and aspirations, statistics, creative marketing, leveraging the big goals, etc.

I-4 Consistently reinforce academic efforts toward the big goals (e.g., through praise and public recognition of success, extrinsic rewards and competition, cooperation, student-teacher relationships) even while increasing long- term investment in hard work and the big goals.

I-5 Create a welcoming environment through rational persuasion, role models, and constant reinforcement and marketing to instill values (e.g., respect, tolerance, kindness, collaboration) so that students feel comfortable and supported enough to take the risks of striving for the big goals.

 

CENTA standards

RS.1.1b: Ability to role model positive behaviour.


Skill Level: Beginner
Certificate On Mail: Yes

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