Teacher's Expectation And Equal Opportunity Of Teaching In Classroom

To equalize the educational opportunity is one of the major tasks in education democratization. With the constant development of the society,it's possible for everyone to receive the equal educational opportunity.At present, the inequality of educational opportunity exists not only on macroscopic level such as the opportunity of being admitted into school but also on microscopic level of the inner educational activities such as teaching in classroom. Since the teacher controls the distribution of education resources in his everyday teaching, it becomes very important for the teacher to treat the students without discrimination so as to let the students obtain the education resources equally.Nowaday's classroom teaching has serious inequal phenomenon such as inequal distribution of space resources,teacher-student communication,arragement of teaching contents,assessment standards.The major factor of causing this situation is the different teacher's expectation. The different teacher's expectation decide whether the students can receive equal opportunity during the acquirement of the educational resources. This research is focused on everyday teaching in classroom by means of Qualitative methods. By choosing one class of the SPL Primary School in WuHan City as the studying object, the researcher has observed 2 teachers with their attitudes and behaviors toward students, and which decided how they distributed the education resources they have controlled.This essay chooses the qualitative method .The researcher goes into the classroom and observes the class teaching from the six aspects:(1) The opportunities given to students to answer questions in classroom.There are differences on teacher's ways of raising questions ,the time of waiting for the students'answers,the assessment of the student's responds.(2) Discussion in classroom.During the classroom discussion ,the teacher tends to believe the good students'ability and gives them more difficult demands. The bad students are seldom asked to finish the higher demands.(3)Knowledge distribution. The teachers tend to give the more difficult task to the good students than to the middle or bad students.(4)The responses to the students .It's obviously that the good students can receive more praisement and encouragement than the other students from the teachers.(5)Class management.The teachers are more strict with the bad students than the good students.(6)Teachers' emotion to students. The emotional communication between the teacher and the good students are more frequently than those between the teacher and the bad students.All above mentioned are mainly caused by teachers' different expectations on students. So the teacher should form his expectation on students rationally and appropriately, which is one of the efficient ways to reduce the inequality in classroom teaching.