Do Teachers Treat Their Students Differently? An Observational Study on Teacher-Student Interactions as a Function of Teacher Expectations and Student Achievement

Table 1

Observed turns and feedback categories with examples.

Observed category		Explanation
Turns	Direct	The teacher asks a question directly to a student without the student raising hands. Sometimes this is carried out by random name picking
	Public	The teacher asks a question in public, and students can apply for getting turns by raising hands
	Aloud	Students calling the answer aloud without having got the turn and get response from the teacher
	Student initiative	The student asks and gets a turn to ask a question or asks for help during individual work
Feedback	Task	Information or questions about the task and about whether an answer is correct or incorrect
	Directive	“From 100 to 900, that is how much more?”
	Facilitative	“Try to explain what they mean in the exercise book”
	Process	Information or questions about the learning process or chosen strategy
	Directive	“One is centimeter, the other meter, what will be your first step?”
	Facilitative	“What would be your way of computing?”
	Metacognition	Information or questions about planning of or reflection on work.
	Directive	“What did we practice? When you do not know how to continue, you skip the exercise and pass on to the next one”
	Facilitative	“What difficulties did you come across?”
	Self	Praise or criticize the student as a person (also including encouraging or nonspecific remarks)
		“Perfect, girl”
		“I already thought you could not explain, you are only chatting with your neighbour”