A Study of Teacher Expectation and Children Experience

• Main Author: 曾麗妏
• Other Authors: 廖鳳瑞
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/88672113405596086979

碩士 === 國立臺灣師範大學 === 人類發展與家庭學系 === 96 === Nowadays the researches in how the teachers and students interact are gradually focusing on the delicate operation of the classroom, such as the influence of teacher expectation of students, teachers’ treatments of different students, and students’ experiences of schooling. However, according to previous studies, it is worrisome that whether teachers are able to perceive their own expectation. Thus, this research aims to probe the origin of teacher expectation and to understand children’s subjective and experimental interpretations of such expectation. The subjects of this research are a kindergarten teacher and sixteen children, by observing their interaction and interviewing them to obtain both sides’ views. The following are the main discoveries of this research: I. The teacher clearly knows her own expectation and treatments, and consciously carry them out. The teacher’s beliefs are influenced by genius, collectivism and imagination of the future society and justice. Those beliefs consist of the basic structure of the class living and are closely connected with the teacher’s life experiences. II. Teacher expectation differs from children of unequal talents, which encourages different abilities of children development. The teacher adjusts the course design in accordance with kids’ unequal abilities, such as the levels of tasks, seat arrangement, lesson objectives and demands for class behavior. III. Children of unequal abilities react differently to teacher expectation. Children of unequal talents perceive differently the teacher expectation and treatments. Those of higher aptitude can read the teacher’s mind, whereas those of lower aptitude tend to accept teacher’s instructions because of restricted conscious ability. IV. Gender difference arises from such teacher expectation and treatments—Girls are praised more where boys are often to blame. Class regulations imply the preference for a certain gender. Because usually violating rules, boys are often to blame. Contrarily, because meekly obeying the regulations, girls receive the teacher’s applause. In addition, boys perceive that they are much more easily chidden and punished than girls. With the above-mentioned findings, this research provides suggestions for teachers and future studies.