Can Labeling Kids Make Teachers Teach Differently? Maybe. Read This! by Lisa Lane Filholm
Teachers know the power of the Pygmalion Effect and its ugly cousin, the Golem Effect, the blessing/curse of self-fulfilling prophecy in the classroom. Research shows teachers perform differently with students for whom they have high expectations. They are better teachers – and the classroom climate is more productive – than when they have low expectations.
Before we label kids “shy” or “difficult” or “test-phobic,” let us honor our kids enough to let them make their own first impressions. Sometimes, our good intentions set the bar too low.
What do you think?