ABSTRACT
Teachers vary enormously in their effects on students but when high expectation principles are applied into any classroom, all students can benefit in substantial and meaningful ways. The teacher expectation field is one that has always been embedded in social justice concerns. Tracking or within-class ability grouping is not the only teacher expectation principle that is important to consider in making our education systems more equitable and more effective, but it is a core consideration. Other core high expectation principles, such as a focus on building relationships in the classroom, teacher-student and student-student, are far more genuinely instituted as a regular part of classroom life when all students in the class are valued, and there are high expectations for everyone. Finally, the idea of teachers regularly monitoring their own verbal and nonverbal interactions with students by videoing lessons is a powerful way of keeping check on the equity and fairness of teacher treatment of students.
