In the article “De_verwarring_over_hoge_verwachtingen” (“The Confusion about High Expectations”) by Lia Voerman and Frans Faber, which the latter shared on LinkedIn, an analysis is made of the concept of high expectations within education. Contrary to popular belief, the authors argue that high expectations do not mean setting the bar too high for students, and they advocate for a different definition. They say high expectations are not about demanding high results, such as achieving top grades or passing exams. Instead, they focus on what teachers do to help their students reach their full potential during the learning process.

One of the key points highlighted in the article is the distinction between global and micro-expectations. Global expectations are broader, general beliefs teachers hold about what their students can or cannot achieve. These global expectations are often shaped by past experiences or biases and can be challenging to change. On the other hand, micro-expectations are present at every moment during teaching. Teachers have specific expectations about how a student is performing at that moment. Micro-expectations directly influence the teacher’s behaviour and, more importantly, how the student perceives this behaviour.

Voerman and Faber emphasize that high expectations are mainly reflected in micro-expectations and the corresponding behaviour of teachers. This behaviour can vary from the questions a student poses to the feedback provided. For example, students for whom teachers have high expectations are given more time to think about a question and are more often encouraged to persist, even if their initial answer is incorrect. In contrast, students for whom teachers have lower expectations are given less time to think and are more quickly assisted with hints, potentially limiting their learning opportunities.

Another important theme in the article is the effect of expectations on educational inequality. The authors discuss research showing that low teacher expectations can negatively impact students from disadvantaged groups, such as children from lower socioeconomic status (SES) families or with a migration background. Low expectations can exacerbate inequality in such cases, while high expectations can have a strong positive impact.

The authors also introduce the concept of Didactic Coaching, a method that helps teachers consciously apply their micro-expectations to support students’ learning processes. This involves teachers becoming aware of their expectations and actively translating them into positive behaviour in the classroom. According to Voerman and Faber, Didactic Coaching is a way to put high expectations into practice, even if a teacher is initially uncertain whether a student can handle a particular task.

A recurring point in the article is that teachers often have good intentions when they quickly help students or avoid probing further when an answer is incorrect, as they want to prevent the student from becoming demotivated. However, research shows that this approach can backfire: learning opportunities are missed by not challenging students or giving them too little time for reflection. Setting higher expectations regarding feedback and support can lead to better learning outcomes.

Finally, the authors stress the importance of acknowledging that expectations influence students’ learning, especially for the most vulnerable groups. Consciously applying micro-expectations and translating high expectations into classroom behaviour can help reduce educational inequality and promote equal learning opportunities for all students.