Teacher expectations and student performance – UGC NET Question

Statements A, B, D and E accurately capture how expectations work in classrooms. A is true because repeated signals from teachers shape how learners view their own ability. B is true as high but realistic expectations, combined with support, can raise performance. D is true because negative labels communicated publicly can damage motivation and self-worth. E is true since giving attention fairly rather than to a select few reflects more balanced expectations. C and F are false because expectations should be revised in light of evidence and they clearly influence interactions; therefore A, B, D and E only is correct.

Option A:
Option A includes A, B and D but leaves out E, failing to highlight that equitable attention distribution is an indicator of unbiased expectations. Since E is also a correct statement, A, B and D only is incomplete.

Option B:
Option B brings together A, B, D and E, covering self-concept, high expectations, the harm of negative labels and fair attention, while excluding C and F, which freeze expectations and deny interaction effects. This makes A, B, D and E only the correct option.

Option C:
Option C introduces F, claiming expectations are unrelated to interactions, which contradicts research on differential questioning and feedback patterns. Hence B, D, E and F only is invalid.

Option D:
Option D includes C, which argues expectations must never change, even when evidence about students changes. Because this is unrealistic and unprofessional, A, C, D and E only cannot be accepted.