During my regular school visits as part of my Fellowship project, I came across a child whose demeanor caught my attention. She was engaged in some work, but her face lacked motivation, and her interaction with her teacher seemed uninspired. It wasn’t just her; the teacher, too, appeared to be lacking enthusiasm. Concerned, I inquired about the child’s learning level and found out that there had been no significant improvement since the beginning of the academic year. The teacher admitted that the child had not made any notable progress so far.
I delved deeper, asking questions about how the child was being taught and what her other characteristics were. Taking a special interest in her case, I decided to set weekly targets and discussed specific activities for the teacher to implement in the coming weeks. I made statements emphasizing that certain children need tailored teaching methods, particularly in language acquisition, and assured the teacher that with the right approach, the child would catch on.
Initially, the teacher seemed skeptical but agreed to follow the plan. Since my visits to the same school were not frequent, it would be another month before I could check in on their progress. However, I followed up with the teacher over the next three days, inquiring about the activities carried out and the child’s responses. The teacher began sharing numerous pictures of the child’s activities, indicating that she was actively implementing the plan. Satisfied with these efforts, I ceased my daily follow-ups.
To my surprise, at the end of the academic year, I asked the teacher about the overall improvement in the class. She reported that the specific child had made significant progress and that she was now very hopeful about the child’s future.
Reflecting on this experience, I recognize it as a manifestation of the Pygmalion effect*, where the expectations of a teacher can lead to positive outcomes for the student. When a teacher believes in a child’s potential and invests effort into their development, it can result in remarkable improvements.
This experience underscores the profound impact that teachers’ expectations can have on their students. It is a reminder of the importance of fostering a positive and encouraging learning environment. By believing in our students and providing them with the necessary support and tailored teaching methods, we can unlock their potential and help them achieve their best.
Through this journey, I have learned that a teacher’s belief in a child’s ability can be a powerful catalyst for change. It is a lesson that I carry forward in my work, continually striving to inspire and empower both teachers and students to reach their fullest potential.
*Pygmalion Effect
The term “Pygmalion Effect” was coined by Robert Rosenthal and Lenore Jacobson in their groundbreaking 1968 study. They conducted an experiment in an elementary school where teachers were told that certain students (randomly selected) had higher intellectual potential based on a fictitious test. By the end of the academic year, these students showed significant improvement in their IQ scores compared to their peers. The study concluded that teachers’ expectations could positively impact student performance, creating a self-fulfilling prophecy.
How this works
When we expect someone to perform well, we treat them differently, often more positively.
This altered treatment includes more encouragement, attention, and feedback.
The individual receiving this positive reinforcement feels more confident and motivated.
As a result, their performance improves, reinforcing the original expectation.
We can see this works beautifully in other domains too. In workplace, when manager believes and expect high performance from employees. In personal relationships, when we believe in friends and families it shapes the best behaviors and outcomes.
