6 Basic Tenets or Beliefs of Great Expectations

1. High Expectations…Robert Rosenthal and Lenore Jacobson  Educators – who hold high expectations for their learners, communicate those expectations clearly, and encourage learners in their charge to work hard in order to rise to the level of those expectations – can make a difference in students’ success. High expectations move learners forward, even if those learners don’t achieve total mastery. Educators also have a role in helping their 21st century learners set significant aspirations for themselves in a media-rich, global network of unlimited possibilities.
   

   “We must have courage to bet on our ideas, to take the calculated risk, and to act. Everyday living requires courage if life is to be effective and bring happiness.” – Maxwell Maltz, American cosmetic surgeon, author of Psycho-Cybernetics

2. Teacher Attitude and Responsibility…Haim Ginott, John and Eunice Gilmore  Educators are accountable, not only for imparting content, but for developing virtuous citizens. Educators’ own attitudes toward their responsibilities are a model for all whom they meet. To lead by example means to hold oneself to a higher standard and to support others as they develop their own sense of responsibility. Great leaders create an influence that others strive to follow.
   

   “Manners are like the zero in arithmetic; they may not be much by themselves, but they are capable of adding a great deal of the value of everything else.”  – Freya Stark, British explorer

3. All Children Can Learn…William Glasser  All learners can achieve a level of success greater than their previous success, no matter what labels (disabled, special needs, low socioeconomic status, unstable home life, inner-city, rural, or gifted) are placed upon them. Innovative educators are cognizant of the planning, problem-solving, communications, and creativity needed for work in the twenty-first century.
   

   “We are driven by five genetic needs: survival, love and belonging, power, freedom, and fun.”  – William Glasser, American psychiatrist

4. Building Self-Esteem…Harris Clemes, Reynold Bean and Aminah Clark  Learner’s self-esteem is closely linked to their internal motivation to embrace all that is asked of them in life and in the learning environment. It greatly affects their courage to try new things or express their own ideas. A healthy self-esteem is a positive factor in drop-out prevention and is at the crux of student’s sound choices about their safety and health.   “Have faith in yourself! Have faith in your abilities! Without a humble but reasonable confidence in your own powers, you cannot be successful or happy.”  – Norman Vincent Peale, minister, author
5. Climate of Mutual Respect…Rensis Likert  Learners are empowered to take risks necessary for growth when they are in a learning environment where mutual respect is evident. In the ideal situation, learners are valued, their ideas are considered, and their mistakes are seen as opportunities for correction and reflection. Additionally, there is courteous regard for one another, and time is structured to allow all learners to process and produce ideas and opinions.   “Just asking a team to be creative won’t get you to be innovative. It’s having a corporate climate that give people space to experiment and take risks.”  ̶ Steve Brown, author, radio announcer, seminary professor
6. Teacher Knowledge and Skill…Benjamin Bloom  Innovative educators are knowledgeable and skilled in techniques that enable learners to maximize the benefits of each learning experience. Innovative educators continue to expand their arsenal of pedagogical techniques and focus on keeping pace with current educational initiatives. Innovative educators realize their influence in the learning environment; they can motivate, inspire, and challenge individuals to achieve excellence in living and learning. Innovative educators are life-long learners.Teacher’s Creed By Author Unknown  I am a teacher. I accept the challenge to be sagacious and tenacious in teaching every student, because I believe every student can learn.  I accept the responsibility to create a learning environment conducive to optimum achievement academically, socially and emotionally.  I actively pursue excellence for my students and myself.  I provide a model of decorum and respect that guides my students as well as honors them.  I affirm superlative expectations for my students and myself.  I cherish every student.  I am a teacher. I change the world one student at a time.
   

   Four step process: I do, you observe  I do, you assist  You do, I assist  You do, and I observe