ABSTRACT
This chapter illustrates how teachers portray their expectations through their differential behaviors. It focuses on the student perspectives, not only providing findings from other studies but also presenting students' voices, their lived experiences. It presents a report on differential teacher behaviors by teachers themselves, by classroom observers and by the students. The key teacher behaviors that differed towards high or low expectation students told students both directly and indirectly what their teachers' expectations for them were but some of these behaviors could also be interpreted as providing more learning opportunities and support for high expectation students than for lows. There is some acceptance nowadays that teachers should give low expectation students more learning support than they do high expectation students. High expectation students are reinforcing of teachers' efforts because they achieve at high levels and they are usually engaged in learning.
