PRELIMINARY BIBLIOGRAPHY
PYGMALION EFFECT – THE POWER OF TEACHER EXPECTATIONS AND
SELF-FULFILLING PROPHECIES:

Robert Rosenthal & Lenore Jacobson, Pygmalion in the Classroom: Teacher
Expectations and Pupils’ Intellectual Development (Newly Expanded Ed. 1992).
Seminal study concluding that teacher expectations influence student performance
as well as IQ.

Albert Bandura Principles of Behavior Modification 46-47 (Holt, Rinehart &
Winston 1969)
Hostile children tend to exist in a hostile social milieu while friendly children tend
to create a friendly social milieu around themselves.

M. Snyder, E.D. Tanke & E. Berscheid, Social Perception and Interpersonal
Behavior: On the Self-fulfilling Nature of Social Stereotypes 35 Journal of
Personality and Social Psychology 656-666 (1977).

M. Snyder, When Beliefs Create Reality, in Advances in Experimental
Psychology, (L. Berkowitz (ed.), Vol. 18, pp. 247-305 Academic Press, N.Y.
19XX).
THE IMPORTANCE OF TEACHER WARMTH AND SUPPORT:

Richard J. Light, Making the Most of College: Students Speak Their Minds
(Harvard U. Press 2001).
Recently published results of 10 year study by Harvard University involving
interviews with thousands of students seeking to understand what makes for a
successful educational experience at the college level. Among other conclusions,
study found that best thing student could do to have successful experience is
establish mentor relationship with one professor.

Martin E. Ford, Motivating Humans: Goals, Emotions and Personal Agency
Beliefs 71 (Sage Pub. 1992).
Performance = Ability x Support x Effort. Supportive environment is key to
motivation.

James E. Maddux, Self-Efficacy, Adaptation, and Adjustment – Theory, Research
and Application (Plenum Press 1995).
People avoid situations where they think they won’t do well. – pp. 14
Feeling a sense of control over our lives is the key to good mental health. pp. 37
Perception of lack of control over our lives leads to psychiatric distress. Id.

Barak, Rosenshine Teaching Behaviors and Student Achievement (NFER 1971).
Teacher enthusiasm and praise affect student achievement. pp. 69, 148
Incorporating student ideas into classroom resulted in higher achievement. pp.
70-71
Teacher warmth affected student achievement. pp. 84
Expectations of teacher affect student achievement. pp. 215

Wilbert J. McKeachie, Teaching Tips: Strategies, Research, and Theory for
College and University Teachers 221-224 (Houghton Miflin 1999).
Making students welcome in the classroom is important to their motivation.
It’s also important to make students feel like individuals -respect them as
individuals.
Good advice on how to deal with problem students (teacher must also consider
whether he or she has created the problem) pp. 235-247.
Better to risk being “conned” by student once than assume students are lying.
EMOTIONAL CONTAGION AND INFLUENCE TEACHER’S MOOD HAS ON
CLASSROOM SOCIAL MILIEU.

Elaine Hatfield, et al., Emotional Contagion (Cambridge U. Press 1994) (humans
synchronize their emotions).
Leading text discussing phenomenon of human emotional synchronization.

Kennon M. Sheldon and Lawrence S. Kreiger, Does Legal Education Undermine
Law Students? Documenting Negative Changes in Motivation, Values and WellBeing, manuscript on file with author (forthcoming J. Legal Educ. 2002).
Social and emotional support influence performance.
External motivators tend to undermine performance in the long run and even
result in depression.
Students who are intrinsically motivated do better academically, are happier.
Incentives in law school shift student motivation away from intrinsic factors
towards extrinsic ones.
Law school responsible for adversely affecting students’ sense of subjective wellbeing.
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
Harry G. Murray, Effective Teaching Behavior in the College Classroom in
Higher Education: Handbook of Theory and Research (Vol. 7 J. Smart ed.
Agathon Press 1991)
Enthusiasm, clarity and expressiveness help students learn – you have to get them
to pay attention.
Teacher enthusiasm has consistent correlation with good teaching.
Teacher enthusiasm motivates students to explore the subject further outside of
class.
Author gives examples of specific behaviors teachers can employ in the
classroom to better motivate students.
IMPORTANCE OF TEACHER’S PERSONALITY TO EFFECTIVE TEACHING.

Jon G. Penner, Why Many College Teachers Cannot Lecture (Charles Thomas
Publishing 1984).
Single best text I’ve read discussing techniques that make someone an effective
teacher. Excellent job summarizing and providing citations to numerous studies
seeking to identify personal characteristics that make someone an effective
teacher.
Learning is about establishing effective social relationships with students.
Biggest difference between good/bad teachers is personal style in communicating
what the teacher knows.
Personality is one of the greatest factors in determining effectiveness of teacher.
Author discusses techniques for improving lectures.
Organizing lecture is key to its effectiveness.
Teacher must be interested in subject.

Kenneth Eble, The Craft of Teaching (Josey-Bass Pub. 2d 1995).
Interpersonal dynamics are key to good teaching.
Students want an enthusiastic and available teacher.
Rapport and expressiveness is key to good teaching.
Clarity and clear presentation key to good teaching.
The atmosphere we create in the classroom is critical to good teaching
Teacher treatment of students impacts their motivation to learn.
Important to be positive – people tend to synchronize their emotions.
Are you interested in what you’re doing?
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Must praise students in supportive way but don’t over-praise.
Develop rapport with students in classroom – not by attending their social
functions.
Just because you post long office hours doesn’t mean the students think you care.
Must be confident in the material.

Handbook of College Teaching 90-91 (Keith W. Prichard and R. McLaren
Sawyer, Eds. Greenwood Press 1994).
Personality of teacher makes lectures effective or not.
Move around classroom, use humor.
Trust, support, mutual respect are key to good teaching.
How to handle student bad behavior – See pp. 365-373
Must end student bad behavior quickly or it will get worse. Set guidelines with
students at the beginning of first class regarding acceptable and unacceptable
behavior.
Don’t confront students during class – speak with them privately afterwards.

Gerald F. Hess, Heads and Hearts: The Teaching and Learning Environment in
Law School, manuscript on file with author – (forthcoming in J. Legal Edu.
2002).
Creating an effective learning environment is key – it is most critical aspect of
good teaching.
Importance of teacher enthusiasm.
Respect for students is key.
Learn students’ names.
Attend student social events.
High expectations are important.- teacher must be model of high expectations.
Students want teacher to be supportive and caring.
HOW TO HANDLE DIFFICULT/DISRUPTIVE STUDENTS.

Gerald Amada, Coping With Misconduct in the College Classroom: A Practical
Model (College Admin. Pub. 1999).
Single best text I’ve found discussion how to handle disruptive, abusive and
unruly students at the college level.
Being nice doesn’t cause problems to go away.
Inaction by teacher seen as sign of weakness by students.
By nature, we don’t like to discipline others.
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When faced with abusive behavior, teacher should not do nothing (it may be seen
as condoning the conduct).
Suggested ways of responding –
Without judgment, try to share with student after class your observations about
his or her behavior.
Try to have a heart-to-heart chat with student.
Try to work together w/ student to correct problem.
Some bad behavior may be result of bad teaching. Be good, interesting teacher
and bad behavior may go away.
Even great teachers have bad/trouble-making students. Don’t blame yourself.
Never embarrass student in front of others.
Stop lecture and politely ask student to stop.
Don’t worry about being disliked by disruptive students.

Alison Schneider, Insubordination and Intimidation Signal the End of Decorum in
Many Classrooms, __ The Chronicle of Higher Education __ (March 27 1998).
Stop lecture and make eye contact (give ‘em the “evil-eye”). Walk over to where
the student is sitting. If all else fails, have a meeting after class but avoid a public
blow up.
Always consider whether the problem is you – don’t be sarcastic, don’t be
overbearing. Don’t belittle students.

Bob F. Steere Becoming an Effective Classroom Manager – A Resource for
Teachers (State U. of New York Press 1988).
Be assertive without being aggressive.
Are you doing something to cause the bad student behavior?
Never lose your temper – handle difficult students in a respectful manner.
Use body language effectively (i.e. give ‘em the “evil-eye”).

Handbook of College Teaching 90-91 (Keith W. Prichard and R. McLaren
Sawyer, Eds. Greenwood Press 1994).
How to handle student bad behavior – pages 365-373
Must end student bad behavior quickly or it will get worse. Set guidelines with
students at the beginning of first class regarding acceptable and unacceptable
behavior.
Don’t confront students in class – discuss it privately afterwards.
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