Arecent educational experiment showed that the difference between"gifted"children and regular ones may have as much to do with61 as with intelligence.An elementary school teacher was62 into thinking that her students were above average in intelligence. Shethen 63 toget them to do outstanding work,even though their true IQ were well within the normal range.lt seems that her belief in her students.intelligence was enough to turnthem64better learners.
it.s difficult to65exactly how much beliefsare expressed.It_66have to do with how a teacher talks to the class: many positive, supportive
expressions and few expressions of impatienceannoyance,or67.Non verbal communication,including68expressionsprobably plays a role, too. But one thingis clear Labels and expressions69 influence results
Outside of the classroom,labelingcanas70as not,have anegative effect. The labels we put on different social groups are usually not inclusive.In fact, they are often sexist or racist. Of course, there is good and bad in all kinds of people. But we tend to accept some ideas about certain groups more readily than about others. The school experiment shows that such labels have a great deal of power. But when labels are unfair and negative they can be very damaging.
61.A.expectations B. inspections C.impatience D.
reassurance
62. A.told B.asked C.lied D.
deceived
63.A.asked B.offered C.managed D.
tried
0
64.A.into B. to C.alongside
from
65.A. go through with B.imprint C. go through D.pinpoint
66. A. may B.can C.should D.ought
to
67.A.surprise B.irritation C.troublemaking D.irony
68.A.facial B.variable C.suggestive D.
emotional
69.A.certainly B.strongly C.indifferently D.accordingly
D.
70.A. quickly B. often C.always
thoroughly