About Great Expectations

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GREAT EXPECTATIONS® TENETS

The Great Expectations® (GE) teaching/training model is guided by six basic principles (Tenets). These Tenets provide guidelines for program training and implementation and serve as standards for evaluating GE schools/districts. The Tenets are as follows:

(1) High Expectations - Teachers must hold high expectations of students. When students recognize those expectations, they will respond by reaching upward to achieve them. - Robert Rosenthal and Lenore Jacobson

(2) Teacher Attitude and Responsibility - Teachers who have positive attitudes possess the influence necessary to shape the attitudes of students. The teacher's attitude is one of a facilitator of learning who encourages and believes in students, and who requires excellence in every detail.  - Haim Ginott, John and Eunice Gilmore

(3) All Children Can Learn - All children can learn no matter what labels are placed upon them, whether it is learning disabled, low socioeconomic status, unstable home life, inner-city, or rural. - William Glasser

(4) Building Self-Esteem - Building self-esteem is the key to helping students believe they are capable of learning and motivating them to try.  - Harris Clemes, Reynold Bean, and Aminah Clark

(5) Climate of Mutual Respect - Students are empowered to take risks necessary for growth when encompassed in a climate of mutual respect in which mistakes are seen as opportunities to learn and their ideas and efforts are appreciated. The teacher must extend the same respect to students that he/she desires to receive from them.  - Rensis Likert

(6) Teacher Knowledge and Skill - The teacher must be knowledgeable and skillful in learning theory and teaching methods that enable students to achieve academic and social success.  - Benjamin Bloom
 

 

GREAT EXPECTATIONS® CLASSROOM PRACTICES

The GE Tenets are further defined by seventeen Classroom Practices that occur in GE classrooms, schools, and districts. Through teachers' use of the GE Classroom Practices, students become self-directed learners, productive citizens, effective communicators, critical thinkers, and cooperative contributors in the classroom as well as in society. These Classroom Practices are explicitly taught to educators during GE methodology training and they are reinforced during elective courses, as well as follow-up training sessions.

(1) The teacher models desired behaviors and attitudes such as those set forth in the Life Principles and the Eight Expectations for Living.

Supporting Research:

  • Bennett, W. The Book of Virtues. New York: Simon & Schuster, 1993.
  • Gilmore J. and E. Gilmore. Give Your Child a Future. Englewood Cliffs, New Jersey: Prentice-Hall, Inc., 1982.
  • Glazer, S. "Model Behavior." Teaching PreK-8. 32, no. 2 (October 2001): 96-97.
  • Lockwood, P., C. Jordan, and Z. Kunda. "Motivation by Positive or Negative Role Models: Regulatory Focus Determines Who Will Best Inspire Us." Journal of Personality & Social Psychology. 83, no. 4 (October 2002): 854-865.
  • McEwin, C. K. and T. Dickinson. "Educators Committed to Young Adolescents. This We Believe and Now We Must Act." Middle School Journal. 28, no. 5 (May 1997): 50-53.
  • West, L. "Reading Writing, and Role Models." Christian Science Monitor. 94, no. 219 (October 2002): 22.


(2) Students and teachers speak in complete sentences and address one another by name, demonstrating mutual respect and common courtesy.

Supporting Research:

  • Elliot, Ian. "A Classroom Filled with Respect." Teaching Pre-K-8. 26, no. 6 (March 1996): 30-33.
  • Garmston, R. and B. Wellman. "Teacher Talk That Makes a Difference." Educational Leadership. 55, no. 7 (April 1998): 30-34.
  • Gilmore J. and E. Gilmore. Give Your Child a Future. Englewood Cliffs, New Jersey: Prentice-Hall, Inc., 1982.
  • Harlow, S. "The Constuctivist Roots of Moral Education." Educational Forum. 64, no.4 (Summer 2000): 300-307.
  • Jones, S. and J. Stoodley. "Community of Caring: A Character Education Program Designed to Integrate Values into a School Community." NASSP Bulletin. 83, no. 609 (October 1999): 46-51.
  • Schaeffer, E. "Character Crisis and the Classroom." Thrust for Educational Leadership. 28, no. 1 (September/October 1998): 14-17.

 

(3) Students are taught as a whole group, thoroughly and to mastery, with intensive and specific modifications insuring success for all.

Supporting Research:

  • Anderson, T. "Democratic Classrooms: Addressing the Needs of Children at Risk." Primary Voices K-6. 7, no. 2 (October 1998): 13-19.
  • Cawelti, G. "Improving Achievement." American School Board Journal. 186, no. 7 (July 1999): 34-37.
  • Donn, R. and R. Thorkildsen. "Effects of Accountability on Students' Achievement in Mastery Learning." Journal of Educational Research. 88, no. 2 (November/December 1994): 86-90.
  • Heacox, D. Differentiated Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3-12. Minneapolis, Illinois: Free Spirit Publishing, 2002.
  • Kapusnick, R. and C. Hauslein. "The 'Silver Cup' of Differentiated Instruction." Kappa Delta Pi Record. 37, no. 4 (Summer 2001): 156-159.
  • Sheeran, T. "Schools, Schooling, and Teachers: A Curriculum for the Future." NASSP Bulletin. 80, no. 580 (May 1996): 47-56.


(4) Lessons are integrated, related to the real world, reviewed consistently, and connected to subsequent curricula.

Supporting Research:

  • Christ, G. "Curriculums with Real-World Connections." Educational Leadership. 52, no. 8 (May 1995): 32-35.
  • DeHart, P. and P. Cook. "Transforming Middle Schools Through Integrated Curriculum." Voice from the Middle. 4, no. 2 (April 1997): 2-6.
  • Erickson, H. Stirring the Head, Heart, and Soul: Redefining Curriculum and Instruction. Thousand Oaks, CA: Corwin Press, 2001.
  • George, P. and C. McEwin. "High Schools for a New Century: Why Is the High School Changing?" NASSP. 83, no. 606 (April 1999): 10-24.
  • Shore, R. and J. Beime. "Connecting the Curriculum." Thrust for Educational Leadership. 26, no. 6 (April 1997): 8-11.
  • Wagmeister, J. and B. Shifrin. "Thinking Differently, Learning Differently." Educational Leadership. 58, no. 3 (November 2000): 45-48.


(5) Critical thinking skills are taught.

Supporting Research:

  • Bell, L. "Strategies That Close the Gap." Educational Leadership. 60, no. 4 (December/January 2003): 32-34.
  • Bellanca, J. and R. Fogarty. Catch Them Thinking. Palatine, Illinois: Skylight Publishing, 1993.
  • Conlon, T. "The Role of Representation in Teaching and Learning Critical Thinking." Educational Review. 54, no. 1 (February 2002): 57-67.
  • Erickson, H.L. Concept-Based Curriculum and Instruction: Teaching Beyond the Facts. Thousand Oaks, California: Corwin Press, 2002.
  • Fogarty, R. Brain-Compatible Classrooms. Arlington Heights, Illinois: Skylight Publishing, 2002.
  • Pithers, R.T. and R. Soden. "Critical Thinking in Education: A Review." Educational Research. 42, no. 3 (October 2000): 237-250.


(6) A non-threatening environment, conducive to risk-taking, is evident. Mistakes are okay. Students are taught to learn from their mistakes and to correct them.
Supporting Research:

  • Brenna, S. "Why is This Kid So Happy?" Family Life. (August 2001): 27-28.
  • Brooks, R. and S. Goldstein. Raising Resilient Children: Fostering Strength, Hope, and Optimism in Your Child. Lincolnwood, Illinois: Contempory Books, 2001.
  • Gilmore J. and E. Gilmore. Give Your Child a Future. Englewood Cliffs, New Jersey: Prentice-Hall, Inc., 1982.
  • Landsman, A.M. "Creating a Nurturing Classroom Environment." Educational Leadership. 37, no. 3 (December 1979): 259-261.
  • Soderman, A., K. Gregory, and L. O'Neill. Scaffolding Emergent Literacy: A Child-Centered Approach for Pre-School Through Grade 5. Needham Heights, Massachusetts: Allyn and Bacon, 1999.
  • Wagner, H. "Discipline in Schools is Inseparable from Teaching." Education. 103, no. 4 (Summer 1983): 390-394.


(7) Memory work, recitations, and/or writing occur daily. These enhance character development and effective communication skills while extending curricula. Recitations are exuberant and full of expression.
Supporting Research:

  • Biegert, D. "What Happens When Your Students Write Daily?" Teaching and Change. 2, no. 3 (Spring 1995): 293-306.
  • Given, B. Teaching to the Brain's Natural Learning Systems. Alexandria, Virginia: Association for Supervision and Curriculum Development, 2002.
  • Jensen, E. Brain-Based Learning. San Diego, California: The Brain Store, 2000.
  • McKay, L. "Character Education with a Plus." Education Digest. 68, no. 4 (December 2002): 45-51.
  • Williams, D., S. Yanchar, L. Jensen and C. Lewis. "Character Education in the Public High School: A Multi-Year Inquiry into Unified Studies." Journal of Moral Education. 32, no. 1 (March 2003): 3-34.
  • Wolfe, P. Brain Matters: Translating Research Into Classroom Practice. Alexandria, Virginia: Association for Supervision and Curriculum Development, 2001.


(8) Enriched vocabulary is evident and is drawn directly from challenging writings and/or wisdom literature. Sources should include classic literature, myths, fables, poetry, proverbs, quotes, and other genres.

Supporting Research:

  • Bohning, G. and A. Hodgson. "Identifying and Examining Adolescents - Moral Values." Social Studies Review. 33, no. 2 (May 1998): 264-280.
  • Durley, J., R. Emlen, K. Knox, M. Meeker, and P. Rhea. Improving Reading Comprehension in the Content Areas. Saint Xavier University, Illinois: Master of Arts Action Research Project, 2001
  • Ellenwood, S. and N. McLaren. "Literature-Based Character Education." Middle School Journal. 26, no. 2 (November 1994): 42-47.
  • Jago, C. Beyond Standards: Excellence in the High School Classroom. Portsmouth, New Hampshire: Heinemann, 2001.
  • Kilpatrick, W. "Storytelling and Virtue." Social Studies Review. 37, no. 1 (Fall/Winter 1997): 33-35.
  • Russell, W. Classic Myths to Read Aloud. New York: Three Rivers Press, 1989.


(9) The Magic Triad, a positive and caring environment, and discipline with dignity and logic are evident.

Supporting Research:

  • Brodbelt, S. "Effective Discipline: A Consideration for Improving Inner-City Schools." Clearing House. 54, no. 1 (September 1980) 5-9.
  • Ciampa, C., J. Farr, and K. Kaplan. Improving Social Competencies Through the Use of Cooperative Learning and Conflict Resolution. Saint Xavier University, Illinois: Master's Action Research Project, 2000.
  • Curwin, R. and A. Mendler. "Discipline with Dignity: Beyond Obedience." Education Digest. 63, no. 4 (December 1997): 11-13.
  • Fay, J. and D. Funk. Teaching with Love & Logic. Golden Colorado: The Love and Logic Press, Inc., 1995.
  • Gilmore J. and E. Gilmore. Give Your Child a Future. Englewood Cliffs, New Jersey: Prentice-Hall, Inc., 1982.
  • Mendler, A. Discipline with Dignity in the Classroom: Seven Principles.- Education Digest. 58, no. 7 (March 1993): 4-10.


(10) Every student's work is displayed in some form. Teachers provide positive commentary through oral and/or written feedback.

Supporting Research:

  • Boschee, F. and B. Mehrer. "'De-Risk' the At Risk with Encouragement." School Administrator. 45, no. 8 (September 1988): 22-23.
  • Canfield, J. "Improving Students - Self-Esteem." Educational Leadership. 48, no. 1 (September 1990): 48-50.
  • Johnston, D. and Others. "Not a Way Out: A Way In." Educational Leadership. 52, no. 4 (December/January 1994-95): 46-49.
  • Lawson, R. "Improving School Climate in an Urban Junior High School." Florida: Nova University, 1991.
  • Livingston, K. "The Power of Setting Goals." Family Life. (September 2000): 78-80.
  • Novelli, J. "In Celebration of Literacy." Instructor. 108, no. 8 (May/June 1999): 49-52.


(11) Word identification skills are used as a foundation for expanding the use of the English language.

Supporting Research:

  • Camine, L. Teaching Basic Reading Skills in Secondary Schools.- Oregon School Study Council Bulletin. 23, no. 9 (May 1980).
  • Fox, B. and D. Routh. "Phonemic Analysis and Synthesis as Word Attack Skills: Revisited." Journal of Educational Psychology. 76, no. 6 (December 1984): 1059-1064.
  • Greenwood, S. and M. Bilbow. "Word Identification in the Intermediate and Middle Grades." Childhood Education. 79, no. 1 (Fall 2002): 26-31.
  • Karlin, R. Teaching Reading in High School: Improving Reading in Content Areas. Indianapolis, Indiana: The Bobs Merrill Company, Inc., 1977.
  • Rupley, W. "Teacher Instructional Emphases and Student Achievement in Reading." Peabody Journal of Education. 54, no. 4 (July 1977): 286-291.
  • Spedding, S. and L. Chan. "Metacognition, Word Identification, and Reading Competence." Contemporary Educational Psychology. 18, no. 1 (January 1993): 91-100.


(12) Students assume responsibility for their own behavior. Their choices determine consequences.

Supporting Research:

  • Brainard, S. "Student Ownership: The Key to Successful Intervention Programs." Initiatives. 55, no. 3 (Fall 1992): 23-30.
  • Daffue, J. and C. Myburgh. "Opportunities in Secondary School for Accepting Responsibility." Journal of Education. 19, no. 3 (August 1999): 179-184.
  • Dodd, A. "Making Schools Safe for All Students: Why Schools Need to Teach More Than the 3R's." NASSP Bulletin. 84, no. 614 (March 2000): 25-31.
  • Ellsworth, J. "Enhancing Student Responsibility to Increase Student Success." Educational Horizons. 76, no. 1 (Fall 1997): 17-22.
  • Kaplan, L. and W. Owings. "Helping Kids Feel Safe, Valued, and Competent." Education Digest. 66, no. 3 (November 2000): 24-28.
  • Spady, W. "Choosing Outcomes of Significance." Educational Leadership. 51, no. 6 (March 1994): 18-22.


(13) A school, class, or personal creed is recited or reflected upon daily to reaffirm commitment to excellence.

Supporting Research:

  • Allen, L. "Guiding Beliefs or Gobbledygook?" Education Digest. 67, no. 7 (March 2002): 4-10.
  • Allen, L. "From Plaques to Practice: How Schools Can Breathe Life Into Their Guiding Beliefs." Phi Delta Kappan. 83, no. 4 (December 2001): 289-29
  • Bershad, C. and N. DiMella. "How Teens Can Make Their Self-Talk Positive." PTA Today. 9, no. 5 (March 1984): 15-16.
  • Chandler, C. and C. Kolander. "Helping Students Accentuate Positive Thoughts." Education Digest. 54, no. 5 (January 1989): 52-54
  • Downing, C.J. "Affirmations: Steps to Counter Negative, Self-Fulfilling Prophecies." Elementary School Guidance and Counseling. 20, no. 3 (February 1986): 174-1
  • Moore, K. "What is Your School's Philosophy?" Early Childhood Today. 17, no. 3 (November/December 2002): 14-15.


(14) All students experience success. The teacher guarantees it by comparing students to their own past performance, not the performance of others. Students are showcased, and past failures are disregarded.
Supporting Research:

  • Corbett, D., B. Wilson, and B. Williams. Effort and Excellence in Urban Classrooms. New York City: NEA and Columbia Teachers College Press, 2002.
  • Kelly, P. "Delivering the Promise of Academic Success Through Late Intervention." Reading and Writing Quarterly. 18, no. 2 (April 2002): 101-116.
  • Lupton, C. "Ideals Vs. Reality in the Classroom." Education Digest. 67, no. 4 (December 2001): 24-26.
  • Martin, B. and B. Crossland. The Relationships Between Teacher Empowerment, Teachers' Sense of Responsibility for Student Outcomes, and Student Achievement. Chicago, Illinois: Mid-Western Educational Research Association, 2000.
  • Schwartz, W. Closing the Achievement Gap: Principles for Improving the Educational Success of All Students. New York City, New York: ERIC Clearinghouse on Urban Education, 2001.
  • Sternberg, R. "Raising the Achievement of All Students: Teaching for Successful Intelligence." Educational Psychology Review. 14, no. 4 (December 202): 383-394.


(15) The teacher teaches on his/her feet, engages students personally, holds high expectations of students, and does not limit them to grade level or perceived ability.
Supporting Research:

  • Alder, N. "Teaching Diverse Students." Multicultural Perspectives. 2, no. 2 (2000): 28-31.
  • Alverez, D. "Engaging Students in Their Own Learning." Leadership. 32, no. 2(November/December 2002): 12-15.
  • Arnold, J. "High Expectations for All: Perspective and Practice. This We Believe and Now We Must Act." Middle School Journal. 28, no. 3 (January 1997): 51-53.
  • Blackbourn, J., J. Payne, s. Bumham, Elrod, F. and T. Conn. "Improving Classroom Instruction Through 'Best of Class' Techniques." Journal of Instructional Psychology. 27, no. 1 (March 2000): 3-8.
  • Brophy, J. "Successful Teaching Strategies for the Inner-City Child." Phi Delta Kappan. 63, no. 8 (April 1982): 527-530.
  • Lee, J. "Implementing High Standards in Urban Schools: Problems and Solutions." Phi Delta Kappan. 84, no. 6 (February 2003): 449-455.


(16) Each classroom has a student who greets visitors and makes them feel welcome and comfortable.

Supporting Research:

  • Alder, N. "Interpretations of the Meaning of Care: Creating Caring Relationships in Urban Middle School Classrooms." Urban Education. 37, no. 2 (March 2002): 241-267.
  • De Ruyter, D. "The Virtue of Taking Responsibility." Educational Philosophy & Theory. 34, no. 1 (February 2002): 25-36.
  • Lee, J. "Implementing High Standards in Urban Schools: Problems and Solutions." Phi Delta Kappan. 84, no. 6 (February 2003): 449-455.
  • Persico, M. "Our Responsibility is Teaching Responsibility." Middle School Journal. 28, no. 2 (November 1996): 39-42.
  • Porter, P. "We Should Be Teaching Leadership Skills and Competencies." NASSP Bulletin. 65, no. 444 (April 1981): 76-80.
  • Schaps, E. "Building Community from Within." Principal. 80, no. 1 (September 2000): 14-16.


(17) Teachers and students celebrate the successes of others.

Supporting Research:

  • Allen, J. "Eliminating a 'Yes, But' Curriculum." Principal Leadership. 2, no. 2 (October 2001): 10-15.
  • Bartholomew, D. Effective Strategies for Praising Students.- Music Educators Journal. 80, no. 3 (November 1993): 40-43.
  • Chenfield, M. "Words of Praise: Honey on the Page." Language Arts. 62, no. 3 (March 1985): 266-268.
  • Kukla, C. "The Caring Classroom." Instructor. 112, no. 2 (September 2002): 46.
  • Letts, N. "The Teacher as Cheerleader." Teaching. 25, no. 7 (April 1995): 54-55.
  • Maroney, S. "Reaching Every Child." Instructor. 110, no. 2 (September 2000): 101-103.