November 18, 2023 • 27 mins
You have high expectations for ALL of your students. How do you encourage students to have high expectations of themselves? Students who have high expectations need less prompting and are likely to persist through challenges. As a leader, you can help students raise their expectations which causes them to engage more and achieve more.
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(00:00):
You have high expectations of your students. But the question is how do you
influence your students and affect their thinkingso that they have high expectations of themselves.
Now, I know what you're thinkingwhen I when I have when that,
when I give you that opening,In that opening, you're probably wondering,
(00:23):
well, we don't want students towe don't want to cause them to
have anxiety, to be perfectionists andthings like that. Well, I will
remind you that you know your students, and we know that there is no
one size fits all approach that's goingto work for all students. So you
have to know your students, andthat takes leadership. So you have to
(00:44):
know your students well enough to knowwhat things that you receive in PD or
through podcasts such as this. Youhave to know, Okay, what is
going to be applicable to my studentsand what things are not necessarily going to
work with my students. Okay,so let me me set that foundation.
But the research is clear that studentswho are in environments filled with high expectations,
(01:10):
they're going to thrive. So whatwe're talking about, when we're going
to be talking about in this seriesis how do we get students to have
those high expectations of themselves because imagine, I've seen it plenty of times in
a classroom where students are working ingroups, in particular, in particular math
(01:34):
classes, I've seen it a lotstudents are working in groups. You've got
a group of students who are They'restuck, they don't know, they don't
know what to do, and theteachers they're they're standing on their head,
they're working with it, they're bouncingaround. There's different groups trying to take
care of all the students, butyou know, you've got one group is
(01:55):
they're stuck. And because they're stuck, they're they're not they're not pushing through.
That's just been their experience, that'sbeen their habit, that's what they
know. They just Okay, I'mstuck. I guess I'll just wait here
until the teacher is free to answerthe question that I have and may not
necessarily be an on topic conversation,but I'm going to have a conversation.
(02:20):
And so that's what I'm talking about. How is it that we affect the
student thinking so that they have highexpectations of themselves, so that in those
moments they'll do what they need todo in order to push through. Because
yes, you know, we wantwe want students to have those warm and
(02:45):
fuzzy feelings in the classroom. Butat the end of the day, schools
are about achievement, are about academicachievement, and so as leaders, as
leaders, we want to affect theenvironment. We want to affect student thinking
so that we can bring about thatstudent achievement that we're seeking in the classroom.
(03:10):
And so that's why, that's whyin this series we're gonna be talking
about how to encourage students to havehigh expectations of themselves. Now, you
know, the work that you haveto do in terms of mindset is just
so important because what you're doing byaffecting the way the students think is you're
(03:36):
helping You're preventing problems before they arise. What you're doing is you're saving instruction
time. Because imagine, imagine thatsame group that I was talking about of
students who they've grown accustomed to,Ah, I'm stuck. I guess I'll
just wait until the teacher is readyto help me. No, No,
(03:58):
imagine if that group, if thatgroup had the skills the mindset to get
into the problem solving process without evenbeing prompted, like that's that's nice.
That's that's where you want to be, you know, as a teacher,
that that's that's the way you wantto train your students to think so that
they act in such a manner.Now, when we talk about raising expectations,
(04:26):
when we talk about raising expectations,I equated to building a fire,
you know, building a fire andand just and just keeping and keeping it
going. So you gotta feed afire. This earlier this year, I
made the mistake and went on acamping trip for the first time ever in
(04:50):
my life. Now, I'm ayou know, I'm a I'm a city
slicker. What have you I?You know, I'm I'm I'm a an
American? Who is I'm used tomy comfort. I want to be comfortable,
Okay. I want all the comfortsof you know, living in the
(05:10):
in the twenty first century. Okay, I need all those things. But
for whatever reason, I decided togo on this camping trip. And I
go to sleep, right, Igo to sleep, and it's okay,
you know, I go to youknow, it's whatever. My son's having
a good times. It's a tripwith my son and his friends. So
(05:32):
another dad. So we go onthis trip. I go to sleep and
then I wake up. Let's saymaybe it is about three thirty in the
morning. So I just like I'msleeping. I sleep on my back,
so I'm sleeping. I wake upand like my mind is just racing.
(05:53):
I'm trying to understand what is goingon around me, and it just just
slowly starts to come to me.Okay, I'm sleeping in a tent.
I'm sleeping on the I'm not sleepingin my bed. It feels like I'm
sleeping on the floor. Not thefloor, but on the ground. I'm
(06:15):
sleeping on the ground. I'm sleepingin grass. I feel grass, I
feel rocks under me, maybe somesticks, and it's it's very cold.
It's very cold, like it's justas a matter of fact, I cannot
feel my toes. So my mindis just racing, and I just I
(06:40):
want to scream because I cannot believethat I allow myself to be put into
this situation. So what happened overnightis just everybody went to sleep. Okay,
everybody went to sleep, and thefire that we we had set the
night before, or you know,the guys who are tending to it.
(07:01):
The guys who are feeding that fire, they went to sleep as well.
And so I am just I'm freezing, I'm sleeping on the ground, I'm
outside. This is absolutely insane.So I tell that story to just illustrate
the point that I'm talking about here. When we talk about expectations, it's
(07:24):
equivalent. You have to feed.You have to feed that fire to keep
those expectations high. The fire thatis expectations, you have to feed it
until it's just a roaring, burstingflame of a fire. And that's what
you need. That's how you increasethose expectations. That's how you encourage students
(07:49):
to increase those expectations of themselves.And I think that we can do this
now. I believe that you cando this as a leader in the classroom.
You can do this in a healthyway because some of the things that
help to feed that fire are goodpast experiences. So and what I've talked
(08:11):
about that is just good past experiencesin the classrooms. That could mean that,
man, I've just got a greatrelationship with my teacher. That could
also mean wow, I'm just Iam experiencing success in this classroom. That
feels good. I want to havethat feeling again. That can also mean
(08:31):
that, you know, the studenteven learns to learn from failure, and
that can be a really good feelingas well, because with failure comes feedback.
This is also something else that feedsthat fire, as when you get
that feedback and you implement that feedbackand you do better the next time,
(08:52):
because I tell students that feedback givesus the opportunity to try again with better
information. And then when we achievethat success because we learned through that failure,
that is another thing that feeds thatfire that helps students to have those
high expectations of themselves because overall,what that does is that raises their self
(09:15):
efficacy, like they believe in themselves, like they know that WHOA, I
did this, I did this twomonths ago, I did this a month
ago, I did this two weeksago. I can do this the same
lessons that I learned two months ago, two a month ago, two weeks
(09:35):
ago, the same lessons I learnedin the past, I can apply to
this situation currently and I can continueto do the same well into the future.
That's the way we want students tothink. So I want you to
I want you to keep hold ofthat of that metaphor. When we talk
(09:56):
about feeding that fire, it hasto be just a constant feeding of that
fire. To encourage students to havehigh expectations of themselves, because I'll tell
you what. And when we talkabout students who have high expectations of themselves,
(10:18):
they need less prompting. I'm submittingthis to you. Students who have
high expectations of themselves, they needless prompting. They are problem solvers,
they are go getters. They're notgoing to sit back and wait for the
teacher to be free to ask questions. They're going to do what they can
(10:41):
to help get themselves unstuck until theteacher is free. That's what you want.
Students with higher expectations I submit toyou there they are motivated. They
are motivated because they have put alot of thought into the why school.
They know why they're getting out ofbed each and every morning, putting on
(11:07):
clothes, coming to school early,and doing the things that their teachers are
asking them to do. If youunderstand the why, how can you not
be motivated? And then the otherthing I'm submitting to you that students with
high expectations of themselves they just havea great relationship with their teachers because teachers
(11:31):
are leaders and students who understand thatwhy they have those high expectations of themselves,
They know that their teacher is leadingthem somewhere, somewhere that they want
to go. Their teachers are leadingthem to a place that's going to help
them ultimately to get to their visionof success and beyond. Now, what
(11:56):
we're going to do in this seriesand we're gonna go, We're gonna go,
and there's gonna be a number ofparts in this series. But I
want to add value to you bygiving you ways that you can help improve
student expectation of themselves. Let megive that to you again. I'm gonna
(12:18):
give you ways. I'm gonna giveyou multiple ways to increase student expectation.
Okay, so to increase student expectationsof themselves. Now, the first thing
I submit to you is I wantyou to encourage your students to really focus
(12:39):
on their self talk. Really encourageyour students to focus on their self talk,
the things that they are saying,the things that they are saying to
themselves, the things that they aresaying about themselves. This is the number
one way, number one way thatI'm giving you to help students have high
(13:00):
higher expectations of themselves, is tohelp them focus on their self talk.
What are they saying about themselves?Because that matters ladies and gentlemen. This
is a quote that I've came acrossin the podcast. The gentleman's name is
Jim Quick. Jim Quick k wI k's how you spell quick? And
(13:24):
he said this, this, thisis amazing. He said, your brain
is like a supercomputer, and yourself talk is the program it will run.
Let me give you that again.Your brain is like a supercomputer and
your self talk is the program itwill run. See when we talk about
(13:48):
you know, your your self talk. As a teacher, you have to
you have to pay attention to thisself talk because the self talk out of
the thinking. The talk is asa mirror into the way that students think,
(14:09):
like when you when you really listento them, like I've heard I've
heard it many times being a socialstudies teacher. Oh, I've never been
good at social studies. I've neverbeen good at social studies. So when
when I hear that, I knowthat My students obviously they think that,
and so they expect results that matchup with that thinking. So that's why
(14:37):
they say, oh, I've neverbeen good at social studies because they thought
that now they have the results,how they say it even more because it
this is the past has taught methat I'm not good at social studies.
And it's just a just a viciouscycle that just continues. And so you
(14:58):
as a teacher, you as aleader, you have to interrupt that cycle
of thinking because out of that thinkingcomes action or in action. I've never
been good at social studies, Sowhy should I do my homework. I've
just I've always struggled with maths,So why should I really take it seriously?
(15:22):
Why should I engage in what we'redoing here. I've just I've just
always struggled, and it's just itjust doesn't feel good. I'm I'm not
having fun in in math class.And I go back. I I think
about the Right Brothers. Talk aboutthe Right Brothers often because I'm amazed at
(15:46):
how they can how they can holda thought, how they can hold this
thought of creating a machine that canfly through the air just from you know,
receiving a toy, a toy helicopterin there when they were younger,
(16:07):
for Christmas, there is something thatjust really fascinated them. And it had
a little propeller on it and itwould go up into the sky, and
so it just really fascinated them.And so from from boyhood to manhood,
they held on to this thought.And I just wonder what were the things
(16:27):
that they would say to themselves tokeep themselves going from eighteen seventy five up
until nineteen oh three when they werefinally successful in building this machine that could
navigate through the sky. Like thethings it just must have been so powerful,
(16:48):
the things that they were saying tothemselves, because out of those things
that they were saying came a lotof action, and a lot of this
action had to push through negativity,had to push through uncertainty and doubts.
And just just think of the lackof knowledge they had, the lack of
(17:10):
knowledge of engineering that they had thatthey had to go get themselves. They
had no idea what they were doing, and just and then also the lack
of money. Just they didn't havethe money and so they had to they
had to come up with creative waysto get the money. Just imagine the
(17:33):
things that they were saying to themselves, the self talk the things that they
were causing themselves to think, becauseof the things that they were saying that
really guided them to continue to pushto make this dream happen. That's what
we want to do for our students, ladies and gentlemen. That's what we
(17:53):
want to do through focusing on thethings that they're talking about and and we
talk about when we focus on andwe learn from famous people, not so
much because of what they did,now what they with the things that they've
done, it's amazing. We admirethat. But I think the most compelling
(18:15):
thing when we look at famous people, we look at athletes, actors,
people who have done historic thing things, famous politicians. The thing that we're
most inspired by are are the thingsthat they were thinking. And because they
were thinking things, there were therewere words attached to their thinking. There
(18:37):
were words attached to their thinking,the things that they were saying to themselves
that caused them to think a certainway, that caused them to act a
certain way. Check this out.This is this is a quote from Roger
Banister, the man the first manto run the four minute mile, never
(18:59):
been done before, first man torun the four minute mile, and men
a lie to him and he trainedso hard in order to accomplish this goal.
He set this. He said thisas he looked back over his life.
The man who can drive himself furtheronce the effort gets painful is the
man who will win. Once again, the man who can drive himself further
(19:25):
once the effort gets painful is theman who will win. Thing about that,
The man who can drive himself furtheronce the effort gets painful is the
man who will win. We Imean, we just that kind of thinking,
that kind of mindset. We justwe as a society, we admire
(19:49):
that. We admire that, andthat's what we're trying to do with our
students. We're trying to get themto think a certain way that's going to
cause them that to continue to moveforward even when things get difficult, because
ultimately it is supposed to get difficult, it is supposed to be challenging,
(20:12):
because we want the best for allof our students. Within reason, Yes,
it will get challenging, and wewant students to rise to the occasion
when it does get challenging, becauseonce they are able to, once they're
able to slay that challenge, accomplishit, get past it, get over
(20:34):
it. Man, you talk abouta past experience, you talk about feeding
that fire of high expectations. That'sgoing to fuel their fire. That's going
to fuel their fire even more becausethey were able, they were able to
achieve something at a very very highlevel. You didn't hold back, You
(20:56):
challenge them. That's what we're tryingto get. So how do we let's
what's one way we can we canhelp to do this. I submit to
you, ladies and gentlemen, thatit's important to give your students opportunities in
your environment. In your environment,it's important to give students opportunities to look
(21:18):
around the room and find something thatthey can quickly point to. Find something
that they can say to themselves,whether it's you know, verbally, or
whether it's just quietly to themselves.Have something in your room, because remember,
you're the architect of your environment.Whether that be affirmations on butcher paper
(21:45):
or I'm sure on Amazon. Youcan find a number of these these posters
and have your department pay for them. What you want to do is you
want to equip your students with positivephrases, affirmations that they can use on
themselves when times get tough. Now, I want to share something with you.
(22:07):
This is what check this out withit what this teacher does with her
students. Now, again, thisis not something that you have to do
exactly the way this teacher does it. But you know that, you know,
as teachers, we borrow, wemake things our own. So check
this out. I love this.Yes you are yeah, yes, yeah
(22:38):
you are girl. Yeah baby,yes you are grateful. You know,
you say it to yourself and it'sall good. But if you say it
in a mirror and you're looking directlyat yourself and you can kind of feel
it, you believe it even more. It resonates with you even more when
you kind of say it in amirror. You know, if you say
(23:00):
it to yourself. I want themto be the best them they can be.
I want them to believe themselves.I want them to have that confidence.
I want them to build empowered everyday. I can do harding,
I can do anything. Be thebest you that you get me? All
(23:30):
right, So that's amazing. Andagain, you don't have to do things
exactly the way that teacher did it, but you need to find a way
for students to put this in practiceand give them the tools with in your
room, using your wall space tohelp them get there, to help them
(23:55):
get there. These are these aresome of the These are some of the
affirmations that I like that I have. I have and I had in my
classroom and I have in my office. Check this out. I am a
problem solver. I am a problemsolver. And so that's something that you
can you can respond to students whenwhen they are kind of just kind of
(24:18):
giving up. And I do thiswith my kids as well, like when
they're kind of given up, they'renot getting Yeah, I know it could
be frustrating, you know, soyou approach with some empathy. It can
be frustrating when you know when itdoesn't come the first time. I know
that that's a bummer. But Iwant you to say this, I am
a problem solver. I want youto say that I am a problem solver.
(24:41):
You say that three times, takea deep breath and go back and
and try try that math problem adifferent way. So that's that's what that's
what we're that's what we're looking forin terms of being an an architect of
your environment. You you approach itwith empathy. Absolutely, you approach it
(25:02):
with empathy, but encourage them toget back in there, and this is
another one, and she said itin the video. Yeah, I can
do hard things because ultimately, that'sthat's the nature of things. That's a
nature of things. As students getolder, as a class moves on,
students are gonna be face with They'regonna be face with with tougher challenges.
(25:25):
Things are gonna get, you know, they're gonna get incrementally, They're they're
gonna get a little bit more challenging. And that's the way things should go,
because we're growing them, we're stretchingthem, We're helping them gain the
capacity to do more. That's theway it works. And I think that
in the times that we're living inwith technology and things like that, it's
(25:48):
I can understand that that, youknow, students grow accustom and people grow
accustomed to getting things quick. Justlike that. My goodness, gracious,
I so chat gpt. That thingis just really amazing, And I mean,
it just blew my mind because Igave it a prompt to write a
paper comparing and contrasting two novels,and it did it. And I'm like,
(26:12):
WHOA. So you think about thetimes that we're living in, so
we are conditioned to expect things tocome pretty quickly and with ease, and
so I think a lot of ourstudents they fall into that as well as
do we as adults. So allright, so I want to stop right
there again. This is a series. We're talking about how to how to
(26:37):
help students, how to help studentsacquire high expectations of themselves, how to
build how to build that within yourstudents. And so today we talked about
the importance of self talk, theimportance of self talk, and giving students
through your environment and giving them theopportunity to practice self talk to feed that
(27:06):
fire so that they can have highexpectations of themselves. Well, thank you
so much, Thank you so muchfor checking in, listening to the podcast,
watching the podcasts, and until wemeet again, please don't forget that
teachers are leaders.
You have high expectations of your students. But the question is how do you
influence your students and affect their thinkingso that they have high expectations of themselves.
Now, I know what you're thinkingwhen I when I have when that,
when I give you that opening,In that opening, you're probably wondering,
(00:23):
well, we don't want students towe don't want to cause them to
have anxiety, to be perfectionists andthings like that. Well, I will
remind you that you know your students, and we know that there is no
one size fits all approach that's goingto work for all students. So you
have to know your students, andthat takes leadership. So you have to
(00:44):
know your students well enough to knowwhat things that you receive in PD or
through podcasts such as this. Youhave to know, Okay, what is
going to be applicable to my studentsand what things are not necessarily going to
work with my students. Okay,so let me me set that foundation.
But the research is clear that studentswho are in environments filled with high expectations,
(01:10):
they're going to thrive. So whatwe're talking about, when we're going
to be talking about in this seriesis how do we get students to have
those high expectations of themselves because imagine, I've seen it plenty of times in
a classroom where students are working ingroups, in particular, in particular math
(01:34):
classes, I've seen it a lotstudents are working in groups. You've got
a group of students who are They'restuck, they don't know, they don't
know what to do, and theteachers they're they're standing on their head,
they're working with it, they're bouncingaround. There's different groups trying to take
care of all the students, butyou know, you've got one group is
(01:55):
they're stuck. And because they're stuck, they're they're not they're not pushing through.
That's just been their experience, that'sbeen their habit, that's what they
know. They just Okay, I'mstuck. I guess I'll just wait here
until the teacher is free to answerthe question that I have and may not
necessarily be an on topic conversation,but I'm going to have a conversation.
(02:20):
And so that's what I'm talking about. How is it that we affect the
student thinking so that they have highexpectations of themselves, so that in those
moments they'll do what they need todo in order to push through. Because
yes, you know, we wantwe want students to have those warm and
(02:45):
fuzzy feelings in the classroom. Butat the end of the day, schools
are about achievement, are about academicachievement, and so as leaders, as
leaders, we want to affect theenvironment. We want to affect student thinking
so that we can bring about thatstudent achievement that we're seeking in the classroom.
(03:10):
And so that's why, that's whyin this series we're gonna be talking
about how to encourage students to havehigh expectations of themselves. Now, you
know, the work that you haveto do in terms of mindset is just
so important because what you're doing byaffecting the way the students think is you're
(03:36):
helping You're preventing problems before they arise. What you're doing is you're saving instruction
time. Because imagine, imagine thatsame group that I was talking about of
students who they've grown accustomed to,Ah, I'm stuck. I guess I'll
just wait until the teacher is readyto help me. No, No,
(03:58):
imagine if that group, if thatgroup had the skills the mindset to get
into the problem solving process without evenbeing prompted, like that's that's nice.
That's that's where you want to be, you know, as a teacher,
that that's that's the way you wantto train your students to think so that
they act in such a manner.Now, when we talk about raising expectations,
(04:26):
when we talk about raising expectations,I equated to building a fire,
you know, building a fire andand just and just keeping and keeping it
going. So you gotta feed afire. This earlier this year, I
made the mistake and went on acamping trip for the first time ever in
(04:50):
my life. Now, I'm ayou know, I'm a I'm a city
slicker. What have you I?You know, I'm I'm I'm a an
American? Who is I'm used tomy comfort. I want to be comfortable,
Okay. I want all the comfortsof you know, living in the
(05:10):
in the twenty first century. Okay, I need all those things. But
for whatever reason, I decided togo on this camping trip. And I
go to sleep, right, Igo to sleep, and it's okay,
you know, I go to youknow, it's whatever. My son's having
a good times. It's a tripwith my son and his friends. So
(05:32):
another dad. So we go onthis trip. I go to sleep and
then I wake up. Let's saymaybe it is about three thirty in the
morning. So I just like I'msleeping. I sleep on my back,
so I'm sleeping. I wake upand like my mind is just racing.
(05:53):
I'm trying to understand what is goingon around me, and it just just
slowly starts to come to me.Okay, I'm sleeping in a tent.
I'm sleeping on the I'm not sleepingin my bed. It feels like I'm
sleeping on the floor. Not thefloor, but on the ground. I'm
(06:15):
sleeping on the ground. I'm sleepingin grass. I feel grass, I
feel rocks under me, maybe somesticks, and it's it's very cold.
It's very cold, like it's justas a matter of fact, I cannot
feel my toes. So my mindis just racing, and I just I
(06:40):
want to scream because I cannot believethat I allow myself to be put into
this situation. So what happened overnightis just everybody went to sleep. Okay,
everybody went to sleep, and thefire that we we had set the
night before, or you know,the guys who are tending to it.
(07:01):
The guys who are feeding that fire, they went to sleep as well.
And so I am just I'm freezing, I'm sleeping on the ground, I'm
outside. This is absolutely insane.So I tell that story to just illustrate
the point that I'm talking about here. When we talk about expectations, it's
(07:24):
equivalent. You have to feed.You have to feed that fire to keep
those expectations high. The fire thatis expectations, you have to feed it
until it's just a roaring, burstingflame of a fire. And that's what
you need. That's how you increasethose expectations. That's how you encourage students
(07:49):
to increase those expectations of themselves.And I think that we can do this
now. I believe that you cando this as a leader in the classroom.
You can do this in a healthyway because some of the things that
help to feed that fire are goodpast experiences. So and what I've talked
(08:11):
about that is just good past experiencesin the classrooms. That could mean that,
man, I've just got a greatrelationship with my teacher. That could
also mean wow, I'm just Iam experiencing success in this classroom. That
feels good. I want to havethat feeling again. That can also mean
(08:31):
that, you know, the studenteven learns to learn from failure, and
that can be a really good feelingas well, because with failure comes feedback.
This is also something else that feedsthat fire, as when you get
that feedback and you implement that feedbackand you do better the next time,
(08:52):
because I tell students that feedback givesus the opportunity to try again with better
information. And then when we achievethat success because we learned through that failure,
that is another thing that feeds thatfire that helps students to have those
high expectations of themselves because overall,what that does is that raises their self
(09:15):
efficacy, like they believe in themselves, like they know that WHOA, I
did this, I did this twomonths ago, I did this a month
ago, I did this two weeksago. I can do this the same
lessons that I learned two months ago, two a month ago, two weeks
(09:35):
ago, the same lessons I learnedin the past, I can apply to
this situation currently and I can continueto do the same well into the future.
That's the way we want students tothink. So I want you to
I want you to keep hold ofthat of that metaphor. When we talk
(09:56):
about feeding that fire, it hasto be just a constant feeding of that
fire. To encourage students to havehigh expectations of themselves, because I'll tell
you what. And when we talkabout students who have high expectations of themselves,
(10:18):
they need less prompting. I'm submittingthis to you. Students who have
high expectations of themselves, they needless prompting. They are problem solvers,
they are go getters. They're notgoing to sit back and wait for the
teacher to be free to ask questions. They're going to do what they can
(10:41):
to help get themselves unstuck until theteacher is free. That's what you want.
Students with higher expectations I submit toyou there they are motivated. They
are motivated because they have put alot of thought into the why school.
They know why they're getting out ofbed each and every morning, putting on
(11:07):
clothes, coming to school early,and doing the things that their teachers are
asking them to do. If youunderstand the why, how can you not
be motivated? And then the otherthing I'm submitting to you that students with
high expectations of themselves they just havea great relationship with their teachers because teachers
(11:31):
are leaders and students who understand thatwhy they have those high expectations of themselves,
They know that their teacher is leadingthem somewhere, somewhere that they want
to go. Their teachers are leadingthem to a place that's going to help
them ultimately to get to their visionof success and beyond. Now, what
(11:56):
we're going to do in this seriesand we're gonna go, We're gonna go,
and there's gonna be a number ofparts in this series. But I
want to add value to you bygiving you ways that you can help improve
student expectation of themselves. Let megive that to you again. I'm gonna
(12:18):
give you ways. I'm gonna giveyou multiple ways to increase student expectation.
Okay, so to increase student expectationsof themselves. Now, the first thing
I submit to you is I wantyou to encourage your students to really focus
(12:39):
on their self talk. Really encourageyour students to focus on their self talk,
the things that they are saying,the things that they are saying to
themselves, the things that they aresaying about themselves. This is the number
one way, number one way thatI'm giving you to help students have high
(13:00):
higher expectations of themselves, is tohelp them focus on their self talk.
What are they saying about themselves?Because that matters ladies and gentlemen. This
is a quote that I've came acrossin the podcast. The gentleman's name is
Jim Quick. Jim Quick k wI k's how you spell quick? And
(13:24):
he said this, this, thisis amazing. He said, your brain
is like a supercomputer, and yourself talk is the program it will run.
Let me give you that again.Your brain is like a supercomputer and
your self talk is the program itwill run. See when we talk about
(13:48):
you know, your your self talk. As a teacher, you have to
you have to pay attention to thisself talk because the self talk out of
the thinking. The talk is asa mirror into the way that students think,
(14:09):
like when you when you really listento them, like I've heard I've
heard it many times being a socialstudies teacher. Oh, I've never been
good at social studies. I've neverbeen good at social studies. So when
when I hear that, I knowthat My students obviously they think that,
and so they expect results that matchup with that thinking. So that's why
(14:37):
they say, oh, I've neverbeen good at social studies because they thought
that now they have the results,how they say it even more because it
this is the past has taught methat I'm not good at social studies.
And it's just a just a viciouscycle that just continues. And so you
(14:58):
as a teacher, you as aleader, you have to interrupt that cycle
of thinking because out of that thinkingcomes action or in action. I've never
been good at social studies, Sowhy should I do my homework. I've
just I've always struggled with maths,So why should I really take it seriously?
(15:22):
Why should I engage in what we'redoing here. I've just I've just
always struggled, and it's just itjust doesn't feel good. I'm I'm not
having fun in in math class.And I go back. I I think
about the Right Brothers. Talk aboutthe Right Brothers often because I'm amazed at
(15:46):
how they can how they can holda thought, how they can hold this
thought of creating a machine that canfly through the air just from you know,
receiving a toy, a toy helicopterin there when they were younger,
(16:07):
for Christmas, there is something thatjust really fascinated them. And it had
a little propeller on it and itwould go up into the sky, and
so it just really fascinated them.And so from from boyhood to manhood,
they held on to this thought.And I just wonder what were the things
(16:27):
that they would say to themselves tokeep themselves going from eighteen seventy five up
until nineteen oh three when they werefinally successful in building this machine that could
navigate through the sky. Like thethings it just must have been so powerful,
(16:48):
the things that they were saying tothemselves, because out of those things
that they were saying came a lotof action, and a lot of this
action had to push through negativity,had to push through uncertainty and doubts.
And just just think of the lackof knowledge they had, the lack of
(17:10):
knowledge of engineering that they had thatthey had to go get themselves. They
had no idea what they were doing, and just and then also the lack
of money. Just they didn't havethe money and so they had to they
had to come up with creative waysto get the money. Just imagine the
(17:33):
things that they were saying to themselves, the self talk the things that they
were causing themselves to think, becauseof the things that they were saying that
really guided them to continue to pushto make this dream happen. That's what
we want to do for our students, ladies and gentlemen. That's what we
(17:53):
want to do through focusing on thethings that they're talking about and and we
talk about when we focus on andwe learn from famous people, not so
much because of what they did,now what they with the things that they've
done, it's amazing. We admirethat. But I think the most compelling
(18:15):
thing when we look at famous people, we look at athletes, actors,
people who have done historic thing things, famous politicians. The thing that we're
most inspired by are are the thingsthat they were thinking. And because they
were thinking things, there were therewere words attached to their thinking. There
(18:37):
were words attached to their thinking,the things that they were saying to themselves
that caused them to think a certainway, that caused them to act a
certain way. Check this out.This is this is a quote from Roger
Banister, the man the first manto run the four minute mile, never
(18:59):
been done before, first man torun the four minute mile, and men
a lie to him and he trainedso hard in order to accomplish this goal.
He set this. He said thisas he looked back over his life.
The man who can drive himself furtheronce the effort gets painful is the
man who will win. Once again, the man who can drive himself further
(19:25):
once the effort gets painful is theman who will win. Thing about that,
The man who can drive himself furtheronce the effort gets painful is the
man who will win. We Imean, we just that kind of thinking,
that kind of mindset. We justwe as a society, we admire
(19:49):
that. We admire that, andthat's what we're trying to do with our
students. We're trying to get themto think a certain way that's going to
cause them that to continue to moveforward even when things get difficult, because
ultimately it is supposed to get difficult, it is supposed to be challenging,
(20:12):
because we want the best for allof our students. Within reason, Yes,
it will get challenging, and wewant students to rise to the occasion
when it does get challenging, becauseonce they are able to, once they're
able to slay that challenge, accomplishit, get past it, get over
(20:34):
it. Man, you talk abouta past experience, you talk about feeding
that fire of high expectations. That'sgoing to fuel their fire. That's going
to fuel their fire even more becausethey were able, they were able to
achieve something at a very very highlevel. You didn't hold back, You
(20:56):
challenge them. That's what we're tryingto get. So how do we let's
what's one way we can we canhelp to do this. I submit to
you, ladies and gentlemen, thatit's important to give your students opportunities in
your environment. In your environment,it's important to give students opportunities to look
(21:18):
around the room and find something thatthey can quickly point to. Find something
that they can say to themselves,whether it's you know, verbally, or
whether it's just quietly to themselves.Have something in your room, because remember,
you're the architect of your environment.Whether that be affirmations on butcher paper
(21:45):
or I'm sure on Amazon. Youcan find a number of these these posters
and have your department pay for them. What you want to do is you
want to equip your students with positivephrases, affirmations that they can use on
themselves when times get tough. Now, I want to share something with you.
(22:07):
This is what check this out withit what this teacher does with her
students. Now, again, thisis not something that you have to do
exactly the way this teacher does it. But you know that, you know,
as teachers, we borrow, wemake things our own. So check
this out. I love this.Yes you are yeah, yes, yeah
(22:38):
you are girl. Yeah baby,yes you are grateful. You know,
you say it to yourself and it'sall good. But if you say it
in a mirror and you're looking directlyat yourself and you can kind of feel
it, you believe it even more. It resonates with you even more when
you kind of say it in amirror. You know, if you say
(23:00):
it to yourself. I want themto be the best them they can be.
I want them to believe themselves.I want them to have that confidence.
I want them to build empowered everyday. I can do harding,
I can do anything. Be thebest you that you get me? All
(23:30):
right, So that's amazing. Andagain, you don't have to do things
exactly the way that teacher did it, but you need to find a way
for students to put this in practiceand give them the tools with in your
room, using your wall space tohelp them get there, to help them
(23:55):
get there. These are these aresome of the These are some of the
affirmations that I like that I have. I have and I had in my
classroom and I have in my office. Check this out. I am a
problem solver. I am a problemsolver. And so that's something that you
can you can respond to students whenwhen they are kind of just kind of
(24:18):
giving up. And I do thiswith my kids as well, like when
they're kind of given up, they'renot getting Yeah, I know it could
be frustrating, you know, soyou approach with some empathy. It can
be frustrating when you know when itdoesn't come the first time. I know
that that's a bummer. But Iwant you to say this, I am
a problem solver. I want youto say that I am a problem solver.
(24:41):
You say that three times, takea deep breath and go back and
and try try that math problem adifferent way. So that's that's what that's
what we're that's what we're looking forin terms of being an an architect of
your environment. You you approach itwith empathy. Absolutely, you approach it
(25:02):
with empathy, but encourage them toget back in there, and this is
another one, and she said itin the video. Yeah, I can
do hard things because ultimately, that'sthat's the nature of things. That's a
nature of things. As students getolder, as a class moves on,
students are gonna be face with They'regonna be face with with tougher challenges.
(25:25):
Things are gonna get, you know, they're gonna get incrementally, They're they're
gonna get a little bit more challenging. And that's the way things should go,
because we're growing them, we're stretchingthem, We're helping them gain the
capacity to do more. That's theway it works. And I think that
in the times that we're living inwith technology and things like that, it's
(25:48):
I can understand that that, youknow, students grow accustom and people grow
accustomed to getting things quick. Justlike that. My goodness, gracious,
I so chat gpt. That thingis just really amazing, And I mean,
it just blew my mind because Igave it a prompt to write a
paper comparing and contrasting two novels,and it did it. And I'm like,
(26:12):
WHOA. So you think about thetimes that we're living in, so
we are conditioned to expect things tocome pretty quickly and with ease, and
so I think a lot of ourstudents they fall into that as well as
do we as adults. So allright, so I want to stop right
there again. This is a series. We're talking about how to how to
(26:37):
help students, how to help studentsacquire high expectations of themselves, how to
build how to build that within yourstudents. And so today we talked about
the importance of self talk, theimportance of self talk, and giving students
through your environment and giving them theopportunity to practice self talk to feed that
(27:06):
fire so that they can have highexpectations of themselves. Well, thank you
so much, Thank you so muchfor checking in, listening to the podcast,
watching the podcasts, and until wemeet again, please don't forget that
teachers are leaders.
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