Assertive Expectations

            Over the past 22 years I have played the dual role of school based educator and father.   Though both roles have played a roll in decisions as a parent and Principal, what I really have begun to notice is that I am more aware of what I want my children to get from school and what my school should offer students.   I have 3 children, each unique who exhibit a variety of strengths and challenges.  One was an honor student, another was classified gifted and the third is successful when it matters to him.   As a school administrator I have seen a wide variety of teaching styles with a varying degree of success.  However, there is one trait that seems to be common with all teachers who produce successful students.  These teachers do not allow students to settle.

            Instructional strategies have limited results if the teacher does not get to know each student.  Whole class, lecture, centers or small groups lack effectiveness if the teacher does not convince students that they can do better.   A student only buys into instruction if results matter to a teacher, and students can tell.  I recently received a letter from a past student where he told me the most important thing I said to him was that he could do better.  After my 15 + years observing other teachers and reflecting on their success with students, I was relieved that I practiced assertive expectations when I taught.   In my 8 years as an elementary school Principal I have worked with many teachers who practice assertive expectation, but two in particular stand out.   Both teach, or taught fifth grade.   Both used significant whole group teaching strategies.   Neither was satisfied with the results of the class, although both teachers succeeded with their test scores.   Neither was satisfied with wrong answers.   Every student, from the most scholarly to the least proficient, knew that they were going to be expected to seek and find the right answer.   If the students found the right answer they were expected to explain why.  If they did not get the right answer they were asked to try again and told to look at the problem another way.  The students were not allowed to settle for the wrong answer.  

            My own personal experience as a student also encountered such a teacher in 5^th grade.  Mrs. Stewart was hard on me.  She often gave me poor marks for deportment, but never left me to live up to the reputation such marks could develop.  Mrs. Stewart always expected me to do the work and do a good job.  While I had a tendency to blow off work I found unimportant, Mrs. Stewart made me do the work correctly.  She recognized that I had gifts that could encourage me to take such work more seriously.   By 5^th grade I had an aptitude for music and the visual arts.   I drew all of the time and had a strong soprano voice.   Mrs. Stewart often put me in charge of mural projects related to classroom content, this also provided a hint of future leadership capacity, and she set me up as the featured performer in our 5^th grade musical.   I never got a sense that she was ever satisfied with my academic efforts. As a matter of fact, when my Language-Arts teacher attempted to move me up to the advanced language arts class taught by Mrs. Stewart, she sent me right back to my mid-level language arts class.  However,  Mrs. Stewart always encouraged me to work on my strengths.   I left the fifth grade thinking Mrs. Stewart was glad to move me on, but when I finished third in a regional writing contest the next year, her congratulatory letter was the first I received.   In 6^th grade I became an honor roll student with good marks in deportment.   Through junior high school and high school I was typically on honor roll with some straight A report cards.   What Mrs. Stewart did for me was help me realize that my talents provided significant motivation to perform in school.  She taught that I had gifts and that I could use them in a variety of subjects to be successful.

            Now, back to parenthood.  I often think about what it is I want my children to get from school and I have come down to 3 things.  First and foremost, I want my children to understand that there is an exciting world out there.   I want them exposed to wonder, challenge, and possibility.   Children should see things they have never seen before while in school and this should happen frequently.  Second, children should never be allowed to settle for the wrong answer.  When a response is incorrect, students should be expected to find the right answer.  The right answer should never be given to them.  Finally students need to know that good is a requirement and it takes hard work.   When a child works hard to solve a problem or develop a project, they should know that it was the hard work that paid off.  Yes, it is an advantage if the student understands the answer, but it is more valuable if they are challenged beyond what they know.  

All three of the teachers I have highlighted in this installment exemplify what I want my students to learn in school.  If they do learn to explore topics, never settle and to work hard for things that are important, my children will be ready to take on a meaningful life with exuberance, hope and wonder.   I have observed many wonderful teachers and have also felt disappointment when students leave my schools with unfulfilled promise.  As a parent that is the result I fear the most: That my children leave the school experience unfulfilled.    This should be the primary task for teachers:  Know the child, help him understand that he is special, and demonstrate that wonder is the result of the unique individual he is.  It’s a tough job.   However, too many students move on seeing school as something checked off of the list because a teacher did not understand the task.  This hinders opportunities for success in adulthood.  Teachers should not only expect students to succeed, but should demonstrate assertive expectations.