Thursday, September 4, 2008

When setting the level of achievement, teachers with low expectations tend to:

Criticize the student more often for failure.
Praise the student less often for success
Write fewer explanatory notes on graded papers.
Teach at a significantly slower and less intense pace.
Fail to give the benefit of the doubt in borderline cases.
Use fewer of the most effective but time-consuming instructional methods.
Assign more busy work than meaningful projects

NOTE: I recieved this information from Donnie Smith

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