- Victor Ochieng’ argues that teachers’ expectations can significantly influence learners’ confidence, motivation and academic performance.
- Drawing on the Pygmalion, Golem and Galatea effects, he shows how perceptions can either inspire learners or constrain their potential.
- He reflects on his own schooling to demonstrate how a teacher’s positive affirmation can shape a learner’s future interests and abilities.
In Teach with Your Strengths, a page-turner I read recently, the putative authors — Rosanne Liesveld, Jo Ann Millar and Jennifer Robinson — courageously contend: “It takes a good teacher to make good learners. A highly effective teacher spurs learners’ growth regardless of their background or entry behaviour. Great teachers want more than anything else to have a puissant impact on learners. Great teachers make a mark, not only on learners one by one, but also on the entire society.”
Again, when I was chanced to read You Can Become the Person You Want to Be, I discovered that Dr. Robert H. Schuller (1926-2015) alluded to Robert Rosenthal (1933-2024), a German-born American Psychologist, who was a distinguished Professor of Psychology at the University of California, Riverside. So, Rosenthal wondered whether some children perform poorly in school because their teachers expect them to do so. Therefore, he thought deeply about inter-personal expectancy and self-fulfilling prophesies.
Robert Rosenthal argued, the way teachers perceive learners as individuals or as a class, has a great impact on learning outcomes. No wonder, a great teacher sits with learners, and challenges them to push the envelope by setting lofty targets. Professor William James (1842-1910), a pioneering American Philosopher and Psychologist at Harvard University wrote in his essay titled The Energies of Men: “For as a rule, men habitually use a small part of the powers which they actually possess and which they might use under appropriate conditions.”
Back to Rosenthal, while he was gelling the good idea, he experimented in an actual classroom. How? He issued a test on learning ability in a certain school. Later, after the grading of the tests, teachers were randomly given appellation of 6 learners in each new class who were designated as “spurters” — possessing exceptional learning abilities. Somewhat, teachers were oblivious that picking of names happened ahead of the test on random basis.
The difference between the few learners chosen, and the other children, existed only in the mortal minds of teachers. Interestingly, the same tests taken at the end of the school years revealed that the “spurters” had excelled exceedingly. Or exceeded expectations. Meaning, they emerged as valedictorians. Moreover, teachers described them as happy learners. They were more curious. They had the joy of learning. They had a buoyant spirit. They had better chances of being able to score more.
Somehow, the school worked only on one core component of learning — attitude, which revolves around mindset plus beliefs. Done on a positive note, when teachers expect more from learners, they reciprocate by expecting more from themselves. No wonder, Robert Rosenthal concluded: these comely components, blend beautifully to explain teachers’ expectations on learners’ epistemic growth. Through consistent encouragement, perception of learners can change tremendously. It makes them think and act.
Therefore, this notion forms the provenance of Rosenthal Effect, associated with the Robert Rosenthal (1933-2024). In other credible sources of knowledge, it is Pygmalion Effect. Its opposite is Golem Effect. Pygmalion Effect is a psychological phenomenon in which high expectations lead to improved performance in a given area. The effect is associated with the Greek myth of Pygmalion — the sculptor who fell so much in love with the stupendous statue he created. The admiration he had for the statue made it come to life. Now, while I dote on it, you know why some schools stand out in terms of academic performance. Why? Because teachers in such schools we celebrate as veritable academic giants expect a lot from learners. Likewise, they also know how to communicate every bit of it.
Somewhat, when teachers encourage learners, appreciate and affirm them firmly, they crane their necks. They walk heads held high. Their self-esteem, self-image, self-efficacy and confidence; soars high in the sky. They stop to cry, but try. Conversely, we also pointed out that the opposite of Rosenthal or Pygmalion Effect to be Golem Effect. The latter effect describes the process where Principals and teachers anticipate low performance from learners. This, of course, entices poor performance. I once had such a teacher in Mathematics.
He taught us to prove his profundity and mastery in Mathematics. He taught too fast and was impatient with some of us who were slow learners in Mathematics. So, he only moved with top achievers in Mathematics. Struggling students in Math such as this scribe from Yala were left out. In fact, oft, he used to sarcastically state: Some of you, even if I teach you Mathematics the whole day, you will not catch the concept. He saw it to be a dance of dunce. So, back to great Greece, in Hasidic Mythology, the Golem was a creature built from clay, and made of mud. It was to serve its master. Of course, this was a serious joke.
Finally, there is another self-fulfilling prophesy called Galatea Effect, where raising an individual’s self-efficacy results in an increase in performance. Galatea Effect only occurs when there is an actual increase in self-efficacy, as well as an increase in performance. Self-efficacy is people’s belief about their capabilities to perform tasks or assignments that can transform their lives. It influences domains of learning such as cognitive (knowledge), affective (attitude), normative (values) and psycho-motor (skills).
READ ALSO: When teachers are disrespected: How to protect your dignity without losing yourself
In retrospect, when I take a mental flight back to when I was a Form Four candidate at Nyamninia Secondary School on Yala-Butere Road, my able teacher of English and Literature – Mwalimu Norich Shikuku – settled on me as one of the best readers in her Literature lessons. So, while reading the optional KCSE set text, Shreds of Tenderness by John Ruganda from Uganda, Mwalimu oft assigned me to read the part of Odie.
Mwalimu used to say that she liked how I read the words of Odie in the great text with oomph. So, other classmates also read the part of Stella and Wak. More importantly, English turned out to be my favourite subject. I evinced excellence in English as a core-career subject. I also developed intense interest in reading, writing and speaking skills. I hope you can see that the positive affirmations of my able and noble teacher – Mwalimu Norich Shikuku – worked wonders in my life. We have kept in touch with my teacher. From high school days hitherto, whenever I send her my writs, she keeps encouraging me to strive to bring out my best.
By Victor Ochieng’
Victor Ochieng’ rolls out training services for teachers in schools. vochieng.90@gmail.com. 0704420232
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