High expectations. The phrase has been bouncing around the education ether with increasing regularity over the years. As practicing educators, we know the “why” behind high expectations, but it is often easier said than done. Take my story. It is probably not unique, and other teachers may have buried away similar stories in their proverbial shoebox of “not-so-proud” teacher moments.

I share this story not as an omission of guilt or a way to vent, but as a window into the challenges that a multitude of novice (or not so novice) teachers encounter when trying to navigate the new territory of cultural competency in our practice. 

In my first year of teaching 1st grade I did not hold all of my students to high expectations and one of my English Learner students suffered the most.

This particular student was one of five EL students I had in my class my first year, but unlike their peers, this student’s academic skills were far below grade level. She would consistently come to school exhausted and the first thing she would ask me is if we had school the next day. The student couldn’t focus, couldn’t attend to a task for more than a minute, and they were unable to keep their body upright at the carpet most days. At least once a week the student would fall asleep at their desk or in the classroom library. I knew there were challenges at home and my first instinct was to go easy on them.

I was also contending with some overwhelmingly disruptive behaviors that were often crippling to my efficacy in the classroom and this student slowly began to slip through the cracks. I would give them the same assignments as everyone else and later find them all shoved into their desk or thrown into the recycling bin. 

I learned that I am not alone in this scenario.

In an article from thebestschools.org Alex Thomas lays out reasons why teachers may struggle with high expectations. He talks about the lack of time, support, or experience but he also mentions the role of student identity. Thomas says (of teachers) “…others don’t have the heart, thinking that pushing students damages their fragile self-esteem or cultural identity”.

I told myself I wasn’t pushing the student because I didn’t know how. However, looking back, it was because I didn’t want them to feel inadequate for not being able to do the work. I felt pity and sympathy where there should have been empathy and belief. I knew that every task was a formidable mountain to climb and seeing the frustration on her face led me to continually back off. I was constantly making assumptions about her abilities based off of her circumstances and therein lies the awful truth of it all: Students absolutely know when you don’t have high expectations for them. They see it, they can feel it, they understand it, and, unfortunately, they will internalize it. 

When we don’t have high expectations, we are holding judgment against our students.

Professor Theresa Wiseman says there are four attributes when it comes to empathy, and one of the attributes is the ability to be non-judgemental. Author Brene Brown states, “Judgement of another person’s situation discounts the experience and is an attempt to protect ourselves from the pain of the situation”. I viewed this student’s background through a deficit lens and let that perspective influence what I thought they were capable of. The disadvantages I perceived led me to make judgements and take pity, rather than empathize with the reality of their situation.

In an article published by Understood.org Amanda Morin states “being empathetic does not mean lowering your expectations — In moments when you connect with students empathetically, you can reinforce your belief in their ability to succeed.” If I had shown this student empathy rather than pity, I would have created a connection. I would have communicated to them my belief that no matter how hard it is for them, I know they are capable of success.

I am now in my second year and I have a whole new group of diverse faces in front of me. Twenty new chances to make a bigger difference than I did last year. I have been pushing myself to empathize, and see the amazing strengths/gifts they bring to our classroom community.To hold my kids 100% accountable for their choices and actions is hard work. I mean, really hard work. But, it is paying dividends. My classroom culture is beginning to thrive where every student feels they belong, every student knows I believe in them, and they in turn believe in each other.