This work focus on two basic aspects on teacher-student interaction: the tune between teacher and their class, and teacher's expectation with regard to students' performance. When cross analyzing the information of different contextual instruments, applied to teachers and students, with results of the students' cognitive tests, it was possible to identify the factors that distort the teacher's perception about the class and influence his/her expectation. It was noticed that the teacher's expectation is influenced by his/her perceptions in relation to the school environment and the students' social-demographic characteristics. It was observed that the teacher's expectation provokes a positive impact on the student's proficiency, even when it is considered the effect of social-demographic variables, which are traditionally associated to the performance. All these conclusions were obtained by constructing hierarchical models.
educational evaluation; teacher's expectation; student's performance; hierarchical linear modeling
