Keep Your Head High & Your Expectations Higher!

Part of the reason people cringe at the thought of teaching in middle school is because their memories, like my own, are unpleasant. To be honest, when I was 12 years old, no amount of money or joy in the world would have been enough for me to commit to becoming a middle school teacher. It was just not a forgiving time in my life. That being said, there are times when students (of any age) can be downright mean or disrespectful, but just as in life, how we respond to trials and tribulations is what sets us apart. Hence, when a student says or does something that leaves you beside yourself, it is critical that you keep your head held high. They will not like you all of the time, they will not want your feedback or support, and some days they may disapprove of your hair or your outfit- oh, well. Teaching truly does require a thick skin, which can only be acquired through time and experience with negativity.

There are some who think that solving these problems boils down to lowering expectations, essentially making their class more like-able by requiring less of their students. This is never the answer. Differentiate, sure. Accommodate, sure. Modify, sure. More often than not, having high expectations works in your favor with classroom management, climate, and community. But under no circumstances should you lower your expectations simply to appease students who do not want to be pushed to their potential; this is the beginning of a slippery slope that undermines everything you've established in your class.


I remember after a formal observation, my principal asked how my students knew my expectations. Being a first-year teacher at the time, I hadn't really thought about it- I just assumed they did. So I've spent each year thereafter hyper-aware of whether my classes were being set up for success.


How to Set (& Maintain!) High Expectations for Your Students:


#1 Use Clear and Consistent Rubrics
My room is filled with poster-sized rubrics as constant reminders of my expectations for...

• Homework and Classwork
• Participation and Group work
• Speaking and Listening
• Project and Assessments 

While simply hanging these rubrics is not enough to be effective, they are certainly apparent for students to refer to.


#2 Leave No Room for Less
I realized that part of what my principal wanted to hear in response to that loaded question involved my routines.

Setting routines leaves little room for students to be unsure or unclear of what they are responsible for. When students know what they need to do, they have less room for excuses. Less room for excuses means they are more accountable, and of course, accountability is necessary to meet expectations. These routines are all well and good so long as we remember to follow through with their implementation!


#3 Practice What You Preach! 

Simply put, don't waver! It is paramount to follow through with the established expectations- from the beginning to the very last day of the year. Students immediately perceive whether our expectations are transparent, as in we say one thing but the grade or the feedback reflects another. Along with practicing daily class routines, we also need to model the expectations we are setting. For example, if you've established that vocabulary is to be incorporated into each of the essays, do not forgo that expectation as a part of the grading process. This means that during our time with students, feedback needs to be offered as a way to guide them towards those expectations. If and when students choose to disregard those expectations, don't waver! 

Part of making this effective involves developing samples for students to refer to. Yes, this seems obvious, but like routines, this is a process that we need to stick with throughout the year. When students are struggling or when they simply underperform, the immediate push is to lower the expectations. By establishing the requirements, instilling the routines, and grading according to those pre-discussed rubric elements, then we can practice what we preach in maintaining high expectations.