This is an interesting question for me. The ways that I try to communicate high academic expectations is by consistently referring to the rules, procedures and our Big Goal for the school year. I do this to ensure that everyone is on the same page at the same time. Sometimes students “forget” a procedure or a rule, and it helps if the entire class reminds each other instead of always me saying it over and over again. For example, when a student forgets a pencil, I ask the class what my pencil policy is. The class will answer “come prepared and sharpen before the bell rings.” This pushes the students to high academic expectations because I can then remind students that being prepared will help them be successful in life and pursuing whatever goals they may have.
I also try to ask inquiry based questions. I am learning how to do this more. I drop a “nugget” idea or question and let them pick it apart for their own understanding. I want to learn more about this and whole brain teaching so that I can be more effective in this area. I sometimes want to push the students by giving them too much information instead of letting them figure it out on their own. But I’m learning from other teachers and my administration so I hope to progress in this area very soon.
|Getting my students to think beyond is a task I want to achieve.|