Teacher Joe Shabangu was frustrated, as his Grade 11 learners were performing abysmally. Test scores were poor, the pupils lacked motivation and enthusiasm, barely participated in discussions, and struggled with self-confidence.

Looking into the background of some members of the class, Shabangu discovered that many of them had been repeatedly told by teachers, peers, and even their parents that they were just not smart enough to succeed.

One evening at home, pondering the problems with the class, Shabangu fortuitously picked up a book he had recently been given, which lay unread on his desk. It was titled Humankind: A Hopeful History, written by Rutger Bregman. Absent-mindedly flicking through the pages, his eyes landed on the term ‘Pygmalion effect’. It rang bells in his mind.

He recalled the concept from his teacher-training days, and kept reading.

The Pygmalion effect

Psychologists Robert Rosenthal and Lenore Jacobson believed that a teacher’s behaviour had a far greater effect on the performance of their students than was appreciated, and to test this, they conducted an experiment.

In co-operating schools, they informed the teachers that they had developed an advanced IQ test capable of predicting superior intellectual talent and life skills. What the teachers didn’t know was that the ‘test’ results were completely disregarded. Results were randomly assigned.

Teachers were then given the names of students along with their supposed results, and it soon became evident that teachers began treating students depending on their ‘results’, which of course were entirely fictitious.

Through careful observation, Rosenthal, Jacobson, and others identified a number of distinct differences in the manner that teaches treated the students they believed to be most intelligent. Students labelled as ‘clever’ were given more support and encouragement.

They were treated with greater patience and sympathy, not only through direct actions, but also through positive and affirming body language conveying confidence, respect, and belief in their abilities.

Here are some of the key verbal and body language signals that made a difference:

Explicit actions

• Teachers treated ‘clever’ students as capable and intelligent individuals, often using affirming language like “I know you can do this”, and “You are capable of great things”.
• These students were challenged more frequently with problem-solving tasks and real-world applications or concepts.
• Their small successes were often celebrated, reinforcing the belief that they were improving.
• Effort was emphasised over natural ability, and the class motto of ‘Mistakes mean you’re learning’ was introduced.

Body language signals

• Teachers maintained steady and warm eye contact with ‘clever’ students, signalling respect and belief in their potential.
• Teachers leaned slightly forward when addressing these students, displaying engagement and interest, while avoiding defensive gestures like crossed arms.
• Encouraging gestures were frequently used, such as pointing towards the student being addressed, nodding approvingly, or giving them a thumbs up or clapping to reinforce effort and achievement.
• ‘Clever’ students received warm smiles and expressions of excitement and curiosity, creating a positive and encouraging atmosphere.
• Physical gestures like a pat on the shoulder, handshake, high-five, or fist bump were used to celebrate achievement in an effective and warm manner.
  These behaviours created a cycle of motivation and success, leading students to feel valued, and motivated to excel.

The golem effect

Just as high expectations drive higher performance, the converse happens, too. When expectations of students (or employees) are low, they are treated as if they are less capable, and the behaviour of teachers (or managers) is precisely the opposite of the behaviour driven by the Pygmalion effect.

This concept goes by the name of the Golem effect, and the result is discouragement and demotivation, driving performance levels down.

Pygmalion in management

These effects apply in the same way to managers in the workplace. If you set high expectations for your team, they will be motivated, engaged, and deliver strong performances. However, if your expectations are low, you’ll create a demotivated, underperforming team.

Ask yourself: what is your body language, and what do you expect of the people you work with? Are you creating a Pygmalion or Golem environment?

Peter Hughes is a business and management consultant.