ABSTRACT
This chapter provides how the self-fulfilling prophecies concept emerged from theory and laboratory studies. It explores how this research unfolded in actual classrooms. The chapter discusses pioneering studies, in some detail, not only to illustrate this foundational knowledge, but also to illustrate the complexity of life in classrooms. It presents evidence to show that relationships between teacher actions and student achievement can be obtained in actual classrooms using experimental designs. The chapter's reviews of the literature illustrate that knowledge of how some teachers interact differently with students can be used to improve both teaching and learning. It also provides a comprehensive set of ideas, illustrating how teachers can apply this information through the communication of positive expectations that support student learning. After providing theory and suggestions for practice about expectations, generally, the chapter considers a few specific contexts for communicating expectations.
