Rosenthal's four-factor theory identifies four elements that work together to form a teacher's disposition towards their student(s):
CLIMATE: the socioemotional mood or spirit created by the person holding the expectation, often communicated nonverbally (e.g., smiling and nodding more often, providing greater eye contact, leaning closer to the student).
FEEDBACK: providing both affective information (e.g., more praise and less criticism of high-expectation students) and cognitive information (e.g., more detailed, as well as higher quality feedback as to the correctness of higher-expectation students’ responses).
INPUT: teachers tend to teach more to students of whom they expect more.
OUTPUT: teachers encourage greater responsiveness from those students of whom they expect more through their verbal and nonverbal behaviours (i.e., providing students with greater opportunities to seek clarification).
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