The period of intervention after the court approved abolishing apartheid at school did not exclude the difference in achievement of minority children, especially Latin America and African American students (McKown & Weinstein, 2008 ). In fact, many studies have shown that minority students do not work well with the current US public school system (Tyler, Boykin, & Walton, 2006). McKown and Weinstein (2008) point out that teacher's expectation is the factor quoting the gap of achievement often.
It is widely believed that the expectations of teachers' expectations teachers can explain at least some of the racial and socioeconomic differences in academic performance. Self-contained arguments are functioning. Teachers have low expectations for socially disadvantaged students and deal with them accordingly, so these students have poor performance at school. A small experimental study of Rosenthal and Jacobson (1968) provided the first driving force of this discussion, but the actual classroom follow-up showed that teacher's expectation has little impact on later performance It was.
The importance of teacher's expectation in student learning promotion has been recognized for a long time. Every teacher should have expectations for his students. Expectations help set students' achievable and challenging goals. The general assertion is that teachers can achieve their goals and improve their academic performance because they think that their students can achieve their goals and provide appropriate learning opportunities and support I will.
The expectation of the teacher greatly affects the student's grade. In the classroom Pygmalion, Rosenthal and Jacobson (1968) discovered that teacher expectations are often self-contained prophecies. As Jon Saphier (2016) writes, this is very important for students struggling. I unconsciously told her. , Tone, language, choice of action. This requires self-observation and self-reflection always to ensure that the teacher always has high expectations for all the students.