A seventh-grade student, Willow, arrives in class seven minutes late. She quietly heads to her seat at the back, takes out her notebook and laptop, and places them on her desk. With a quick glance at the board, she then rests her head on her arms.

Ms. Matthews, ready to start the mini-lesson, notices Willow’s demeanor and walks over. She gently says, “Good morning, Willow. If I were you, I’d start on the Do Now since I’m about to begin our lesson.”

Willow looks up and replies, “Okay, Ms. M. I’ll do it in a minute… I’m just not feeling like doing any work today.”

Ms. Matthews nods and responds, “Okay,” before returning to the front of the room to continue her lesson.

On the surface, Ms. Matthews’s response might seem understanding, respecting Willow’s current mood. After all, Willow is typically a high-performing student with a strong track record. But beneath the surface, this decision not to engage Willow further sends a message to the entire class: some students can opt out of participation without consequence.

While Ms. Matthews may have intended to show empathy, her choice can inadvertently lower the bar for all students. Others might soon think they can also disengage when they don’t “feel like” working. In this way, a teacher’s expectations—or lack thereof—can influence not only the student in question but the entire classroom environment.

This scenario reflects a common challenge in many classrooms: balancing empathy with consistent expectations. While we must meet students where they are, it is also crucial to maintain clear expectations to prevent a ripple effect of disengagement. When we fail to communicate these expectations effectively, we risk sending the wrong message, consciously or unconsciously, to our students.

Research supports the idea that a teacher’s low expectations, whether deliberate or inadvertent, can lead to a self-fulfilling prophecy, impacting both the academic and socio-emotional development of students (Gentrup et al., 2020; Gentrup & Rjosk, 2018; Muntoni & Retelsdorf, 2018; Hughes, 2022). Our mental models, shaped by implicit biases (Steele, 2011; Banaji, 2013), can unconsciously dictate our pedagogical choices. Reflection and critical self-awareness are vital tools that can help educators recognize and address these biases.

In this article, I explore three common ways that low expectations can show up in classroom instruction: when the teacher’s voice dominates during instruction, when they adopt an overly permissive approach, and when they select inappropriate or limiting learning materials. We’ll examine each of these scenarios and discuss strategies to address them, aiming to foster a more equitable and engaging environment for all students.

Stop Dominating: Let Students Lead

I once read that our attention span is roughly our age plus seven minutes. Think about that for a moment. In your classroom, how much time are you speaking compared to your students? When your voice dominates the lesson, it sends a clear message: you are the sole “keeper” of knowledge, and your students are passive recipients. This approach stifles critical thinking and the development of essential 21st-century skills like collaboration and problem-solving.

To break away from this pattern of low expectations, create opportunities for at least 90% of your students to speak and engage with each other throughout the lesson. Here are a few strategies to get started:

1. During the Lesson Launch or “Do Now”: Incorporate a "turn-and-talk" activity where students share their responses with a peer. This simple exercise immediately gets them thinking and talking.

2. After the “Mini-Lesson” or “Guided Practice”: Ask students to write down one challenge they anticipate facing in the upcoming activity, then share it with a partner. This encourages them to reflect and prepare for the task ahead.

3. During Content Presentation: Have students jot down questions about the content or skills being taught, then discuss these questions with a peer or in small groups. Encourage each group to select a key question to ask the class. For added support, provide question stems to help students formulate their thoughts, and challenge them by having a peer respond to the selected question.

4. During Independent Work: Build in time for students to self-assess or peer-assess their work using clear assessment criteria aligned with the lesson’s objectives. A quick pause for reflection—just 2-3 minutes—can deepen understanding and self-awareness.

5. At the End of the Lesson (“Wrap-Up”): Ask students to reflect on their learning experience and share their reflections with a partner. Invite a few students to share what they heard from their peers, not just their thoughts, to promote active listening and community building.

These strategies emphasize collaborative learning and align with the Culturally Responsive Sustaining Education framework. By making these pedagogical shifts, you communicate: “In this classroom, every voice matters. We value diverse perspectives and respect our collective and individual contributions to our learning community.”

Avoid Over-Permissiveness: Set Clear Boundaries

Let's explore how being overly permissive in your classroom can affect your teaching practice. Are you unintentionally allowing too much leniency? Don’t worry—this is a judgment-free zone. Take a moment to reflect honestly on the following prompts:

• I sometimes allow my students to __________ (fill in the blank) because I feel __________ (insert feeling) when they resist.

• I often ignore negative behaviors when students seem upset or overwhelmed.

• I find myself repeating requests like, “Please put your phone away,” without taking action to follow through.

• I might say, “I’ll let it go this time,” even though I've made this exception multiple times for the same student.

• I allow certain students (whether quiet or disruptive) to disengage from the lesson rather than stepping in to provide the support they need.

Think about Willow’s situation: Ms. Matthews let her withdraw instead of providing support to re-engage her. Support could have been as simple as involving the school counselor, suggesting a short break, or allowing a quick walk with a clear expectation that Willow would participate in the learning activities upon her return.

Was this reflection challenging? If so, that’s okay! Recognizing these patterns is the first step. The problem with permissiveness is that it can create a classroom environment that feels unstructured, inconsistent, and unsafe—conditions that make students less willing to take academic risks. When students encounter difficulties, they may quickly give up if they know the teacher tends to be overly accommodating.

To avoid sending the message of low expectations, try these strategies:

1. Co-Construct Norms and Expectations: Collaborate with your students to create classroom norms and expectations. This promotes a sense of ownership and community.

2. Align with School Values: If your school has specific values or norms, work with your students to define examples and non-examples. This helps reinforce a shared commitment to the classroom’s standards.

3. Consistent Accountability: Hold yourself and your students accountable to these expectations. Use classroom supports that encourage reflection and help students develop their own action plans to improve behavior. For example, Ms. Matthews could have re-engaged Willow or sought additional support if needed. In your own classroom, consider creating an anchor chart with expectations and norms, complete with student signatures, or use visual reminders like handprints for younger students to emphasize community and shared responsibility.

4. Monitor and Praise: Use tools like clipboards, tablets, or digital platforms to monitor behavior and recognize positive actions. Offer immediate praise—verbally or through notes, stickers, or even a positive phone call home.

By making these choices, you send a clear message: "In our classroom, everyone is accountable for upholding the norms and expectations. We work together to create a safe, respectful community where we all feel valued, supported, and empowered to take academic risks."

Choose Better: Curate Quality Learning Materials

When designing instruction, selecting high-quality learning materials is just as crucial as defining your lesson objectives and activities. If the materials you use do not actively enhance learning or guide students toward mastering the objective, you are—knowingly or unknowingly—sending a message of low expectations. If your materials merely maintain the status quo rather than elevate students’ understanding to new levels, your pedagogical approach may unintentionally be doing more harm than you realize—especially in classrooms serving racially, ethnically, and culturally diverse students.

Consider reflecting on these key questions:

• Do you prioritize accessibility when creating or choosing learning materials?

• Do you carefully review text-based materials for cultural, racial, or ethnic biases before using them in class?

• Are your students actively using the materials to co-create knowledge, or are they simply memorizing and repeating content?

• When presenting information, do your slides rely heavily on text without integrating visuals or audio that support diverse learning styles?

If you answered "no" to any of these questions, explore the table below to uncover the potential messages you may be sending to your students. Each message corresponds to the related question listed above.

If this sounds harsh, consider this: are you unintentionally signaling to students that they aren’t worth the effort to design or select materials that truly support their learning? The materials you choose are the foundation of your students’ learning experience—they should be purposeful, inclusive, and elevating, not limiting.

To break away from the message of low expectations, focus on intentionally creating learning materials tailored to your course, lesson, and students. Here are some practical tips:

1. Design with Accessibility in Mind: Ensure all materials are accessible and consider all learners' needs. For instance, when creating text-rich documents, use consistent font styles and sizes. Avoid overly decorative fonts that can be difficult to read, and provide wide margins or appropriately spaced lines for note-taking and written responses.

2. Follow Visual Design Best Practices: When using tools like Google Slides or PowerPoint, incorporate images, audio, and other multimedia elements to support diverse learning styles. Keep slides visually clean and focused, avoiding cluttered text that can overwhelm or distract.

3. Choose Culturally Relevant Materials: Select learning materials from credible and scholarly sources that reflect and respect the diversity of your classroom. Representation matters—choose materials that foster a sense of belonging, develop cultural authenticity, and recognize the complexities of various identities.

By curating high-quality learning materials, you send a powerful message: “You belong here. Your voice matters in our shared learning journey. This classroom is designed with your growth and success in mind.”

___________

Low expectations in the classroom often manifest in subtle ways, and the three examples discussed are just the beginning. As educators, it’s crucial to remain aware of how our teaching practices and decisions can unintentionally convey these low expectations.

Moving forward, be intentional in:

• Balancing your teacher-to-student voice ratio,

• Addressing disruptive behaviors in a way that fosters a positive learning environment and healthy relationships, and

• Selecting learning materials that enhance, rather than hinder, student engagement and growth.

By making thoughtful, high-expectation choices in your classroom, you set the stage for all students to thrive. Willow and her classmates will notice the difference and appreciate the effort.

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Do you have any questions or would like to join the conversation? Reach out anytime! And while you're here, don’t miss out on Antiguan in America: A Racial Autobiography. Dive deeper into the journey of building your racial awareness and disrupting systemic inequities—Purchase your copy now. See you in the next post!

References

Gentrup, S., Lorenz, G., Kristen, C., & Kogan, I. (2020). Self-fulfilling prophecies in the classroom: Teacher expectations, teacher feedback, and student achievement. Learning and Instruction, 66, 101296. https://doi.org/10.1016/j.learninstruc.2019.101296

Gentrup, S.,  & Rjosk, C. (2018). Pygmalion and the gender gap: do teacher expectations contribute to differences in achievement between boys and girls at the beginning of schooling?, Educational Research and Evaluation, 24:3-5, 295-323. https://doi.org/10.1080/13803611.2018.1550840

Hughes, K. (2022). Antiguan in America: A Racial Autobiography. 

Muntoni, F.,  & Retelsdorf, J. (2018). Gender-specific teacher expectations in reading—the role of teachers' gender stereotypes. Contemporary Educational Psychology, 54, pp. 212-220. https://doi.org/10.1016/j.cedpsych.2018.06.012