Pygmalion Theory
As it relates to Education
PYGMALION THEORY
EDUCATIONAL IMPLICATIONS
PYGMALION EFFECT
The Pygmalion theory, the idea that
Helps you think about how your
people tend to live up to others’
expectations of other people can
expectations, is useful in understanding
influence or motivate their
a wide range of human interactions.
performance. It argues that by setting
When interacting with people, it is
and communicating high performance
rational to examine a subject and build
expectations, you can motivate better
a set of expectations for that person.
performance from the people you lead
The better one knows the subject, the
and manage. The effect was originally
more specific and accurate expectations
studied in context of teachers'
will tend to be. With a set of
expectations of their students: Students
expectations in mind, you behave
who are expected to perform well
toward the subject in certain ways. The
usually do so. Those students of whom
subject reads these signals and tries to
teachers have lower expectations will
live up to expectations.
generally perform worse.
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Influence in the Classroom
The Pygmalion theory is, by my estimation, one of the most
influential theories regarding the relationship of teachers and
learners. Luckily, I have already begun to use this method quite
extensively throughout my practice teaching. Never do I enter a
classroom and “believe” that there are no trouble makers, slackers,
or children without severe LD’s. I understand that there could be,
but I do not judge the class or the individuals on that understanding.
To me, every student can achieve a personal best while in my class,
and it is my job as an educator to help make that happen.
I believe that all students can achieve it is our job as the teacher to
make the material relatable to the students. It is within my thoughts
that the Pygmalion theory is not only true but valid in everyday
practice. This can have both a positive or negative effect in the
classroom. For example, if a student is seen as unmotivated, the
teacher may give less attention to this student if they ask a question
in class. However, if a student who is seen as motivated asks the
same question, they are often regarded more highly and the teacher
will spend more time with them answering the question. Therefore,
not only is the “unmotivated” student discouraged, they are more
inclined to agree with the perceived notion the teacher is directing
towards them.
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These perceived notions contributes to the
problem of “labeling.” Once you label a
student with an exceptionality, they will
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be viewed through a differently. Even if
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they do not have an exceptionality, yet
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everyone suspects that they should, the
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student unconsciously may begin to act
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like a person with the exceptionality,
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thereby deepening this phenomenon
more. On the positive side, if you
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believe a student has more potential
then they present, the student may begin to
act in such a way that mimics the
teacher’s perceived notion of them.
The implications of this approach
will influence my teaching in many
ways. Because I am aware of the
effect this theory has on students,
and because I strongly believe that
this theory is, in fact, truth, I will
make a conscious effort to not treat
students in a negative way because
of some hidden perceived notion.
Therefore, students who are LD,
behavioural or unmotivated, for
example, will not be treated in any
different way than those who do
not possess these traits. I will try to
treat each student as if they can
achieve anything they want, be all
they can be. I will treat each of
them as a star, as best I can.
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