Pygmalion effect How to Get Your Students to Perform Better – the Scientific Approach

PYGMALION EFFECT MIA DODIG MAG.ING.AEDIF.

How to Get Your Students to Perform Better – the Scientific Approach (Pygmalion Effect)

 Teaching

can be extremely challenging. Often you find yourself faced with a classroom made up of a diverse students.

 To

deal with each student’s individual needs can be difficult, if not impossible.

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The Pygmalion effect is also known as the Rosenthal effect and follows the premise that the expectations of others can affect that person’s performance.

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Psychologist Robert Rosnthal wrote that teachers who hold high expectations of their students have better-performing students than those teachers with low expectations.

WHAT IS PYGMALION EFFECT

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Pygmalion was a skilled sculptor who could not find a girl who would possess a sufficient number of qualities for marriage.

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He decided not to get married so he started carving a statue of his ideal wife.

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As the statue was completed, he fell in love with it.

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Pygmalion fell so in love with the statue, which he named Galatea. He prayed to the Gods wanting Galatea to become his wife. Venus, hearing his prayers, decided to help him and revived Galatea.

GREEK MYTHOLOGY

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

is a German-born American psychologist who is a distinguished Professor of Psychology at the University of California, Riverside.

His interests include self-fulfilling prophecies, which he explored in a well-known study of the Pygmalion effect: the effect of teachers' expectations on students.

ROBERT ROSENTHAL

A self-fulfilling prophecy is the sociopsychological phenomenon of someone "predicting" or expecting something, and this "prediction" or expectation coming truly simply because the person believes it will and the person's resulting behaviors align to fulfill the belief

ROBERTS RESEARCH 

Dr. Rosenthal, therefore, using Pygmalion's name in his research, wanted to say the following: at some point, people will start behaving the way others expect them to. He proved this in the mentioned research on students and teachers of a California elementary school.

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At the beginning of the school year, IQ testing was conducted on all elementary school students. Teachers were told that a certain number of students (approximately 20 percent) have a very high chance of achieving outstanding academic achievement.

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The truth was that the "selected" 20 percent of students did not stand out from the rest, that is, children whose names were communicated to teachers were selected at random. Yet in the minds of their teachers, a certain expectation and belief was formed about their success.

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At the end of the school year, Rosenthal and coworkers again tested students with an IQ test. The results proved to be a very interesting discovery. Namely, randomly selected 20 percent of students on re-testing achieved significantly better results than other students, on average they made greater progress.

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Rosenthal thus showed that if teachers believe in student progress they will show better result.

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The Pygmalion effect not only applies from adults to children.

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It can be applied across all interactions between all people. As a result, a teacher’s performance can be affected by the way their students perceive them.

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A teacher who is perceived as a bad teacher by the students will attribute this label and perform poorly.

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Alternatively, a teacher whose students have positive perceptions of him or her will perform better as a result of positive labels.

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These labels will also affect their interpersonal relationships.

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When a student has a negative perception of a teacher, their interactions will usually be bad and poor.

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Teachers who use technology tend to have a more positive reception from students.

HOW DO STUDENTS VIEW TEACHERS?

As a result, many teachers are looking for research-backed study methods to encourage their students to perform well regardless of ability.

The Pygmalion effect is one such method.

HERE ARE SOME WAYS TO GET YOUR STUDENTS TO PERFORM BETTER IN CLASSES:

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One way to get students feeling positive in the classroom is by giving them a choice.

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When students get to make choices about their learning, they feel more responsible and in control.

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When students are given responsibilities, they feel a positive affection towards class and the teacher. They feel like the teacher believes

they are capable and will perform better. 

When students are independently in control of their learning, they feel more motivated to learn what is expected from them.

GIVE STUDENT A CHOICE

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While the teacher is the authority in the classroom, it is essential that students feel included

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While teachers have to reach certain curriculum requirements each week, allowing students to help decide which goals to reach each week, how to reach them, and what tasks are most important can help foster positivity.

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Students who take part in the curriculum planning process can feel cared for and may perform more positively.

INCLUSION

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The flipped classroom method is a good way to encourage students to take charge of their learning.

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Students can explore topics at home and use classroom time for critical thinking and intensive discussions.

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They then get to bring that new information to the school to discuss, allowing time for more exploration and deep discussion.

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Engaging students in this way allows them to relax, to open opportunities for better performance.

FLIPPED CLASSROOM

 Diverse

classrooms can be difficult, but the Pygmalion effect can help improve student performance.

 Allowing

students to engage in a positive classroom environment will help them improve their performance.

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It is essential for students to have positive school experiences.

 The

aim of teaching is better performance of students.

CONCLUSION

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What do you teach in your school/which subjects?

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How old are your students?

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What do you do when your student wants to drop out of school/class?

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How do you encourage your students/example?

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Do you prefer work in pairs or groups in classroom and why?

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What are pro/cons teaching „IN FRONT”

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Describe „GOOD TEACHER” in your point of view

WORKSHOP PART I.

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MAKE AN EXAMPLE OF USING PYGMALION EFFECT IN YOUR CLASSROOM.

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THEME/METHOD/ACT/ EXPECTATION

WORKSHOP/ PART II.