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3) I set out with high expectations and high standards for every students. They are expected to progress, in spite of different starting points. Then there is the RESULTS. It could be joyful or devastating. Without conscientiously knowing, my standards & expectation intersections could changed to 'high standards, low expectations'. By periodical reflecting on my own beliefs, I could reset and set out again. Our belief ultimately influence students' achievement. Thus the importance of reflection on our beliefs about standards and expectations.

P.S How I reset the expectation is by reciting the following sentence: Marks are important. But marks do NOT define who you are. :)

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Every one is different and unique.  We talk so much about differentiated instructions for pupils.  I guess, we also need to have differentiated expectations and targets for each pupil.

As for the topic on whether being smart is something you are born with or something that you can achieve by being hardworking, I guess it all depends on individual.  Personally, if someone is being born smart, that's a bonus.  If someone is not, I believe with hard work and perseverance, you can still succeed in whatever you set you mind to it.

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Yinwei

I think teachers have to know that different pupils have different learning needs and pace, thus, when designing assignment, we have to make sure we factor this into considerations so as to motivate pupils to continue improving in the areas of weaknesses.

I agree that smart is something that we get by using the correct techniques, supported by consistent and conscientious effort.

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How do both theories about achievement impact you as a teacher and the choices you make in the classroom?

Why is it important for us as educators to continually reflect on our beliefs about standards & expectations?

I think we need to look at the current setting rather than imposing unrealistic expectations. Pupils' achievement does not equate to prizes or top scores. Simple and gradual improvement are important.

We reflect to sharpen our beliefs and professional skills so that we can make appropriate adjustments to expectations. this will in turn impact the choices we make in classroom.

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2) when you repeatedly do a simple task, you become the expert of that task.  When you put your mind and soul in the repeatedly task, you are the champion of the task.  So, put your heart and work hard, you will become a smart teacher.

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I do not know enough to assert that we are born with or without given intelligence, so I am not going to comment on that. The choices I make in the classroom solely revolve around the belief that regardless of their innate abilities, I am going to make do with everything that I am capable of as a teacher to support wholeheartedly students' academic and character development, tapping on their individual strengths to make the most out of their time in school. "The bottomline is that our beliefs influence our perceptions of individual students, and those perceptions influence how we behave - and ultimately what students achieve." I have great expectations of my students, and set great standards because had it been otherwise, I wouldn't have chosen to teach.

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Why is it important for us as educators to continually reflect on our beliefs about standards & expectations?

We need to guard against our bias against how the children can perform. Holding the class to the same high standards but having different expectations of pupils could have a detrimental effect on their achievements. In the classroom, there are little giveaway clues to pupils - who does the teacher call to answer the easy / difficult questions, who are given the roles to lead the group and more important appointment in class.

The teacher has to believe every pupil has the potential to achieve and believe in their capacity.

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Reasons for importance to continually reflect on our beliefs about standards and expectations :

- to meet the needs of the students effectively

- to upgrade/sharpen/hone our professional skills

- to make appropriate adjustments in the society/culture that is constantly evolving

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As teachers we need to constantly and continually reflect on our beliefs about standards and expectations as the pupils under our charge are different every year. Besides that every pupil is different in their academic level so to set the same standard for each child is totally out. Most importantly pupils develop at different rate so we must review our expectations of each child regularly. Even behavioural expectation differs from child to child and this may change over a period of time so we should not base our beliefs on one assessment but must continually reflect and make the neccesary adjustment based on our pupils' performance be it acadenically or behaviour wise.

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Education is an ongoing process. The expectations that stakeholders and teachers place on students changes as well. Teachers have to continually perceive students as having sufficient ability to excel in school and have confidence in their own capabilities in order to value add to their learning and move them up to the standards that teachers have set for them.

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Education with Technology  Harry G. Tuttle

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High Expectations For Our Students: Our Responsibility

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Robyn Jackson in Never Worker Harder than Your Students differentiates between standards and expectations. The standards specify what high level content or process learning we want of the students. Expectations refer to our belief that we can help the students to get there. If we have high expectations, then we believe that we can help...

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I believe that the innate Ability Theory and the Effort-Based Theory are not mutually exclusive. Innate ability is unequally distributed. The Effort-based theory posits that all children are born with sufficient innate ability to achieve and smart is something you get by working hard and working smart.

As educator we are confronted with differences in children every day in the classroom; differences in readiness to learn, in speed of learning, in motivation and academic performance. Students clearly have different aptitudes but they all do have enough to reach their individual potential. Hence, setting standards and expectations will be different not only between children but changes with time.

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I believe the saying that , " A teacher's expectation of his or her pupils are self-fufilling prophecies!" We need to set high standards and have high expectations of our pupils. Having said that, we have to check if our standards of performance is pitched to the right level and it has to be rigorous, important and appropriate. We need to send the strong signal to our pupils that we believe that they can do it even in our heart we know that some of them cannot make it. We must communicate to them positively so that we will build confidence in them. The IQ theories and the Effort-based Theory are not mutually exclusive. The IQ theory is just a measure of the Nature but he latter is more on Nurture. We must have a balance of 2 theories. We know that all our pupils are unique and they do not have the same IQs but we also believe that they are malleable and we are just like the potter skillfully moulding the clay into different vessels. We have to believe that every child learn better by different strategies and we as teachers must continually be open and learn new ways and new strategies to help our children develop at their own pace and value add to their learning . Last but not least, we need to be a caring teacher as years later our pupils will not be able to remember what we teach but at least remember that we are caring teachers who touched their lives!

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High Standards - High Expectations

From my own experience, to have high academic expectations, we must first have high standards of behaviour. It cannot be the other way round. If we expect our students to achieve high academic standards, we need to concentrate on establishing a climate of high behavior standards in class and in school. Academic targets are not useful if students are not aware of and do not learn the processes of working and learning together respectfully.  Once high standards of behavior are successfully implemented in class and consistently agreed and maintained by all teachers, we can then move with ease into working on academic expectations and excellence.

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I believe that our pupils all have an innate intellectual ability, though they are all on different levels of a spectrum. Hence it is important that we choose to cater to the different levels of our pupils so that they are able to achieve and improve according to their individual levels.

I think that being smart is at least partially achieved by working hard and working smart. Use it or lose it.

I think we should reflect on standards and expectations as these are inherently dynamic. My expectations of any one child will change as he or she achieves and improves through schooling life. In should be able to reflect accordingly so that I can assess if my expectations are too high or low at a given point in time

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(1) All our pupils have an innate ability and the intellectual ability to do well. Although, each pupil has a varying level of ability, all are capable of improving and reaching their potential. Effort from pupils is essential for achievement. Hard work and correct study strategies are also crucial for pupils to achieve and improve.

As teachers, we understand that pupils learn differently. Thus, we need to find the right strategies to help every pupil gain a good grasp of the different concepts. At the same time, we need to motivate pupils to give their best effort.  Getting pupils to experience success after their hard work would help  to increase their motivation to improve.

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(2) It's very true for me. Otherwise why would anyone become a teacher if they don't beileve in it? That's why the incrementalist belief should hold true to each and everyone of our hearts as educators, regardless of the huge gap between those who are more fortunate than others.

Our expectations and standards should not be lowered just to accomodate pupils who experience disadvantages as compared to the rest. Just as long as we make ourselves clear, our kids will be able to understand our expectations of them and know we believe in them to rise up to it - They will respond accordingly!

Devi : Agree with what you said. Your comments are very similiar to mine.

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(2) I believe that Intelligence is incremental to a certain extent. However, a significant number of our pupils are disadvantaged due to their past and hence they have a huge deficit to overcome, which pose a huge challenge for the teachers.

(3) To be able and willing to reflect on past actions means I truly wish to improve on my ability to bring out the best in pupils. It is another area that I am still working on.

Rani : Hey Mui Mui.  Reflection by a teacher is so key to becoming a skillful teacher. N yes we are all on the journey of making improvements to become better! : ) HI Five! We are getting there !

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2 What we believe in is what we get from our pupils. If you believe that they can make it then they will prove you right.

Nature vs Nurture

Nurture is what we should believe in. If  you believe in Nature, then what are we here for. We should be jobless.

Of course, intelligence is incremental but if we suit our learning style to meet the needs of the different pupils in our midst that is where nurture comes into play.,  Just look at what MOE is doing with its programmes such as LSP, LSM, SDR, RRP and many more. Doesn't it show that as teachers, we can and are here to make the difference in our pupils' lives.

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I  agree, pupils need the demand in order to know what is expected of them. In a way, routine is instilled
for them to perform well.Pupils work towards teacherss' expectation. If no demand is made , children will not bother.

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'Smart' is subjective. How 'smart' a child is depends on the environment he grows up in, the expectations expected of him.

From Vicky's words of wisdom: Expectations help the class to be focused...

Expectations help the class to be focused, focus helps the class/ teacher reach the day's lesson expectations, aka objectives, when objectives are met, pupils learn, when pupils learn, they study smart! It's all connected

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Pygmalion in the classroom:

A theory teaching that people will act/behave in the way that others expect them to. ( similiar to concept self fulfilling concept)

When we set expectations for pupils, we need to scaffold their learning experiences.We need to be more aware of our body language and the tone of voice when we talk to our pupils.

Incremementalists' belief system :I can do it.

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Smart isn't inborn. These kids have bloomed earlier than the rest or able to link and apply what they had learnt to new concepts. Everyone can be/is smart.So how do we change the atmosphere???Even standards from MOE and society is constantly changing. So should we.

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Expectations help the class to be focused.

It helps both teachers and pupils to know what is happening in class for the lesson

Yanti, I agree with your comments.The environment plays a very important part in learning.

Hi Vignes, I agree with your comments. Setting expectations for my pupils is a big area which I am still working on. Mui2

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Times are always changing, it makes sense to constantly reflect and review what our standards and expectations are in our classrooms.We are constantly having new batches of pupils in our school, as such, the "one-size fit all" mentality will not work in these days and times.This willingness to reflect will become a positive attitude as educators and improve our own competencies in what we do daily as teachers. :)

Hi Malinda, I agree with you on the "one size fits all" mentality. We cannot expect all our students to learn at the same rate or meet standards at the same time. Rani : )

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Theories provide guidance for us in the way we execute our teaching in class. As these researchers have done years of intensive research on what are the best ways we can teach our children, it is worthwhile that we read and be familiar with the theories which serve as guiding principles for us as teachers. However, in the classroom situation, we will know our pupils better and hence we can tailor the lessons to cater to the needs of our pupils. The interplay of nature versus nature is highly critical in the development of our children.

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Q3 Self fulfilling prophecy. Often if our standard and expectations are high, our pupils will also deliver better than when our expectations and standards are low.  Hence it is important as educators to continually reflect on our beliefs. It is important to be positive.

May - Indeed, it is important to be positive.

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What did your teachers expect out of you? Were you "college material"? Were you "a trouble maker?" Researchers have long been interested in how teacher expectations affect students. One classic study by Robert Rosenthal found that when teachers thought students were destined for success, they became successful. In this piece Nathan Palmer takes a look back at his own K-12 experiences to discuss the power of what sociologists call self-fulfilling prophecies.
"You're not a good writer Nate," I heard all throughout my K-12 education. "You're just not a good enough writer to wait until the last minute to start writing your paper," all my teachers warned me. "Nate, be realistic, there will be too much writing in college. Have you thought about being a welder?" my high school guidance counselor asked me. "You're not a good writer Nate. You just are not a good writer Mr. Palmer. Nate, you're not a good writer." It was all I heard from third grade on. From people who cared for me. From people I loved.

In the third grade I was diagnosed with a learning disability and was placed in the special education program. From that day until the day I graduated I spent a portion of every school day in the special ed room. All of my teachers were told that I had a learning disability and that I struggled with writing. My face would become red and hot when teachers would bring up my disability in front of my classmates. Until the last damn day of my senior year I had to have a sheet signed by my teachers saying I had done my homework and that I had not misbehaved in class. My soul exploded with shame and anger when my teachers would make a production out of signing that piece of paper or when my classmates teased me about it.

"You're not a good writer Nate. You're not a good writer Nate. You're not a good writer Nate." I hear it in my head every time I sit down to write. It's like a toxic old friend. I'm hearing it as I type this right now.

Self-Fulfilling Prophecies in Education

Students become what their teachers expect them to become. Or at least that's what Robert Rosenthal's research suggests. In the late 1960s, Rosenthal had the teachers in one elementary school give their students a test that was supposed to predict which students were destined to dramatically grow their I.Q. score during the school year. After the tests were collected, Rosenthal picked at random a small group of students to be labeled "academic spurters"[1].

Rosenthal told the teachers that students identified as "academic spurters" were certain to grow their I.Q. over the next year. Let's be clear here, these students were chosen at random, so this claim was completely imaginary. At the end of the school year, Rosenthal retested every student's I.Q. in the school and found that the students labeled as "academic spurters" had their I.Q.s rise an average of 12 points, while the rest of the student body only saw an 8 point increase. Teachers were tricked into believing their students were destined for academic growth and grow they did.

"Wait, there has to be more going on here, right?" you may be asking. Rosenthal and many other education scholars argue that teacher expectations affect how they interact with students. Last week Rosenthal addressed this exact question in an interview with NPR. Below is an excerpt from the transcript of the interview of Rosenthal by NPR reporter Alix Spiegel:

SPIEGEL: Rosenthal wanted to know how. How did this impact on IQ happen? So they did more research and over time discovered that expectations affect teachers' moment-to-moment interactions with kids. Say Billy is believed to be stupid and the teacher asks Billy a question...

ROSENTHAL: And Billy doesn't answer quickly and so they say, well, OK, Helen, you tell us what the right answer is. Not much time was given to Billy to answer. On the other hand, if Billy's one of the kids for whom there's favorable expectations and there's a long pause before there's an answer, it's almost as though the teacher were thinking, wow, Billy is sure a thoughtful kid and gives more time to reply."

Sociologists call these scenarios self-fulfilling prophecies. Rosenthal prophesied that these students would have higher I.Q.s and because he did the students were treated differently by their teachers and because of that their I.Q.s grew; just as Rosenthal predicted. Because these students were chosen at random we can safely say that they would not have shown these levels of I.Q. growth had Rosenthal not made his prophecy. He said it would happen and it happened only because he said it would. That's the classic definition of a self-fulfilling prophecy.

You Are Not Defined By The Expectations Others Have of You

A self-fulfilling prophecy is not magical thinking. You can make the prophecy that you will be a millionaire, but doing so won't raise your odds.

Furthermore, all of us have a role in how our life unfolds or as sociologists would say, each of us has agency. It's true that society tells us who we are and what they expect of us, but there are countless examples of people who exceed expectations and do what no one thought possible. Many people struggle in K-12 and go on to lead successful lives. On the flip side, some K-12 students who are identified as gifted go on to very little with those skills.

Throughout my school experience my teachers told me I wasn't a good writer and you know what? I wasn't. They were right. In many ways I'm still not as the grammarians reading this post are likely able to see clearly. And yet, here I stand today a professional writer.

Please, I beg you, don't read this and think I'm telling you that if you work hard enough your dreams can come true. In many ways I was supremely fortunate to be born in the internet age. I can Google grammar questions, my spelling is auto-corrected by my computer, and I've been fortunate to work with patient editors. No, I didn't tell you about my experiences because I wanted to take a victory lap in front of my naysayers. I bring them up because I wanted you to hear my story and ask yourself, "how has my life been affected by the expectations others had of me?"
Dig Deeper

1. Reflect back on your experience in school. How were your experiences shaped by the expectations of your teachers? Did you have any experiences where you rose to the occasion when a teacher saw promise in you? Did you have any experiences where you felt limited by the expectations your teachers had for you?

2. Where else do we see examples of self-fulfilling prophecies? Provide two examples and explain what makes them a self-fulfilling prophecy. Please pick examples outside of the school system.

3. Let's connect self-fulfilling prophecies to other social issues. If teachers have a subtle bias toward one social group or another how might that affect those students experiences? Say for instance a teacher believes that boys are better leaders and girls are better followers. Or what if a teacher believes students of color are slightly inferior to their white counterparts. How could these subtle or slight biases affect student outcomes?

4. Listen to the entire 8 minute NPR interview why do the scholars who study self-fulfilling prophecies believe that educating teachers about bias is not an effective strategy? Based on the NPR interview, what would you recommend administrators do to limit bias and self-fulfilling prophecies that limit students.

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What did your teachers expect out of you? Were you "college material"? Were you "a trouble maker?" Researchers have long been interested in how teacher expectations affect students. One classic study by Robert Rosenthal found that when teachers thought students were destined for success, they became successful.

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1 & 2.

By providing an optimal condition/environment for pupils to thrive, we can expect better results from the pupils. Such environment conditions include giving positive expectation messages, investing in discovering ways to build pupils' confidence, adjusting our expectations to meet the different learning needs just to name a few.

Faiqah: I agree that we need to create a conducive environment to guarantee pupils' success.

Mary: I agree.

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2. Nature versus nurture. As long as pupils have motivation and an open mind to learn, they can be smart. As a teacher, I am more inclined towards the Incrementalist theory as I believe that ability can be built through effort and the use of feedback from the environment. As such, as teachers, we must provide the proper environment for the pupils to succeed.

Mrs Toon: Responses from teachers are always an encouragment for the pupils. The feedback encourages pupils to do more.

Mdm Tong : I agree

HAMIDAH: I like what you said about keeping an open mind. I feel that it works both ways. For teachers and pupils.

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The nature versus nurture debate is one of the oldest philosophical issues within psychology. So what exactly is it all about?

Nature refers to all of the genes and hereditary factors that influence who we are-from our physical appearance to our personality characteristics.

Nurture refers to all the environmental variables that impact who we are, including our early childhood experiences, how we were raised, our social relationships, and our surrounding culture.

Even today, different branches of psychology often take a one versus the other approach. For example, biological psychology tends to stress the importance of genetics and biological influences. Behaviorism, on the other hand, focuses on the impact that the environment has on behavior.

In the past, debates over the relative contributions of nature versus nurture often took a very one-sided approach, with one side arguing that nature played the most important role and the other side suggesting that it was nurture that was the most significant. Today, most experts recognize that both factors play a critical role. Not only that, they also realize that nature and nurture interact in important ways all throughout life.

A Closer Look at the Nature vs. Nurture Debate

Do genetic or environmental factors have a greater influence on your behavior? Do inherited traits or life experiences play a greater role in shaping your personality?

The nature versus nurture debate is one of the oldest issues in psychology. The debate centers on the relative contributions of genetic inheritance and environmental factors to human development.

Some philosophers such as Plato and Descartes suggested that certain things are inborn, or that they occur naturally regardless of environmental influences.

Nativists take the position that all or most behaviors and characteristics are the results of inheritance.

Advocates of this point of view believe that all of our characteristics and behaviors are the result of evolution. Genetic traits handed down from parents influence the individual differences that make each person unique.

Other well-known thinkers such as John Locke believed in what is known as tabula rasa, which suggests that the mind begins as a blank slate. According to this notion, everything that we are and all of our knowledge is determined by our experience.

Empiricists take the position that all or most behaviors and characteristics result from learning. Behaviorism is a good example of a theory rooted in empiricism. The behaviorists believe that all actions and behaviors are the results of conditioning. Theorists such as John B. Watson believed that people could be trained to do and become anything, regardless of their genetic background.

Examples of Nature vs. Nurture

For example, when a person achieves tremendous academic success, did they do so because they are genetically predisposed to be successful or is it a result of an enriched environment? If a man abuses his wife and kids, is it because he was born with violent tendencies or is it something he learned by observing his own parent's behavior?

A few examples of biologically determined characteristics (nature) include certain genetic diseases, eye color, hair color, and skin color. Other things like life expectancy and height have a strong biological component, but they are also influenced by environmental factors and lifestyle.

An example of a nativist theory within psychology is Chomsky's concept of a language acquisition device (or LAD). According to this theory, all children are born with an instinctive mental capacity that allows them to both learn and produce language.

Some characteristics are tied to environmental influences. How a person behaves can be linked to influences such as parenting styles and learned experiences.

For example, a child might learn through observation and reinforcement to say 'please' and 'thank you.' Another child might learn to behave aggressively by observing older children engage in violent behavior on the playground.

One example of an empiricist theory within psychology is Albert Bandura's social learning theory. According to the theory, people learn by observing the behavior of others. In his famous Bobo doll experiment, Bandura demonstrated that children could learn aggressive behaviors simply by observing another person acting aggressively.

Even today, research in psychology often tends to emphasize one influence over the other. In biopsychology, for example, researchers conduct studies exploring how neurotransmitters influence behavior, which emphasizes the nature side of the debate. In social psychology, researchers might conduct studies looking at how things such as peer pressure and social media influence behaviors, stressing the importance of nurture.

How Nature and Nurture Interact

What researchers do know is that the interaction between heredity and environment is often the most important factor of all. Kevin Davies of PBS's Nova described one fascinating example of this phenomenon.

Perfect pitch is the ability to detect the pitch of a musical tone without any reference. Researchers have found that this ability tends to run in families and believe that it might be tied to a single gene. However, they've also discovered that possessing the gene alone is not enough to develop this ability. Instead, musical training during early childhood is necessary to allow this inherited ability to manifest itself.

Height is another example of a trait that is influenced by nature and nurture interaction. A child might come from a family where everyone is tall, and he may have inherited these genes for height. However, if he grows up in a deprived environment where he does not receive proper nourishment, he might never attain the height he might have had he grown up in a healthier environment.

Contemporary Views of Nature vs. Nurture

Throughout the history of psychology, however, this debate has continued to stir up controversy. Eugenics, for example, was a movement heavily influenced by the nativist approach. Psychologist Francis Galton, a cousin of the naturalist Charles Darwin, coined both the terms nature versus nurture and eugenics and believed that intelligence was the result of genetics. Galton believed that intelligent individuals should be encouraged to marry and have many children, while less intelligent individuals should be discouraged from reproducing.

Today, the majority of experts believe that both nature and nurture influence behavior and development. However, the issue still rages on in many areas such as in the debate on the origins of homosexuality and influences on intelligence. While few people take the extreme nativist or radical empiricist approach, researchers and experts still debate the degree to which biology and environment influence behavior.

Increasingly, people are beginning to realize that asking how much heredity or environment influence a particular trait is not the right approach. The reality is that there is not a simple way to disentangle the multitude of forces that exist. These influences include genetic factors that interact with one another, environmental factors that interact such as social experiences and overall culture, as well as how both hereditary and environmental influences intermingle. Instead, many researchers today are interested in seeing how genes modulate environmental influences and vice versa.
Bandura, A. Ross, D., & Ross, S. A. Transmission of aggression through the imitation of aggressive models. Journal of Abnormal and Social Psychology. 1961;63, 575-582. Chomsky, N. Aspects of the Theory of Syntax. MIT Press; 1965. Galton, F. Inquiries into Human Faculty and Its Development. London: Macmillan; 1883. Watson, J. B. Behaviorism. New Brunswick, New Jersey: Transaction Publishers; 1930.

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The Age Old Debate of Nature vs. Nurture

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The nature versus nurture debate is one of the oldest philosophical issues within psychology. So what exactly is it all about? Nature refers to all of the genes and hereditary factors that influence who we are-from our physical appearance to our personality characteristics.

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3) Expectations need to be explicit and made known to pupils at the start of every lesson. It is vital to ensure that we keep on reflecting on our beliefs and standards & expectations as the pupils' ability may vary on a daily basis. Each of them have their own strengths and weakness but if we as educators were to expect the same amount of standard for each pupil, we are being unfair and short-changing them in the process.

Although we must have the conviction that all students can achieve in school (ie The Incrementalist Theory), we must also custom-made our expectations and standards to suit our pupils' abilities.

May - I agree with Mahdiah :)

Normah: I agree that that expectations need to outlined at the start of the lesson. I think it is also useful to remind pupils of the expectations at various checkpoints of the lesson. If this is routinely conducted, pupils will be aware of the expectations without having ask to.

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2. Everbody is born with innate abillity. It grows with motivation, instruction and perception. With right amount of scaffolding, guidance, effort, success is achievable. However, teachers have to set the right targets. If targets are set low, pupils are short changed as grades are inflated. Set appropriate standards for all.

HAMIDAH: Yes, it is true that everyone's born with it but standards set can determine how far one gets. So, it is important that we as teachers keep reviewing our set of standards and expectations.

Mahdiah: I agree with your opinion, Mrs Toon. Each pupil has the ability to learn although their pace differs. Thus, it is vital that we set our expectations based on each child's ability instead of summarising it as a whole.

Gracelyn:

I agree wth mrs toon that we need to set the right targets for each pupil as we should know the pace of each of our pupils and tailor our teaching to their individual needs. While each of them have differing abilities, I feel that our standards and expectations of them should be the best it can get in order not to shortchange our pupils in any way. While some can reach your expectation fast, some can take a longer time. But that should ideally not matter as long as they reach the goal.

Choon Lan: Yep I totally agree with Mahdiah.  We need to set different targets and expectations for pupils with different abilities.

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3) Educators should continually reflect on our beliefs about standards and expectations as it is important for us to constantly reflect on what works and what doesn't . I feel that it is good to share our experiences with peers in the level too.

HAMIDAH: Yes, May. Sharing does wonders. And you guys are doing great with all that sharing going on in the level during TT.

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Hi everyone! Please type in your name& level before commenting.

Feel free to also add a link, image or video that will help us better understand your thoughts!  :)

Pls take a look at the following weblink for the P6 teachers' reponses to the 3 Qns...

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Based on what you have read on Theories About Achievement and Development, comment on one of the following statements: 1) How do both theories about achievement impact you as a teacher and the choices you make in the classroom? 2) Smart is not something you are; smart is something you get by working hard and working smart.