High Expectations

High Expectations (Standard 1 – ‘Set high expectations’)
Learn that…
Learn how to…….
1. Teachers have the ability to affect and improve the wellbeing, motivation and behaviour of their pupils.
2. Teachers are key role models, who can influence the attitudes, values and behaviours of their pupils.
3. Teacher expectations can affect pupil outcomes; setting goals that challenge and stretch pupils is essential.
4. Setting clear expectations can help communicate shared values that improve classroom and school culture.
5. A culture of mutual trust and respect supports effective relationships.
6. High-quality teaching has a long-term positive effect on pupils’ life chances, particularly for children from disadvantaged backgrounds.
Communicate a belief in the academic potential of all pupils, by:
• Receiving clear, consistent and effective mentoring in how to set tasks that stretch pupils, but which are achievable, within a challenging curriculum. And - following expert input - by taking opportunities to practise, receive feedback and improve at:
• Using intentional and consistent language that promotes challenge and aspiration.
• Creating a positive environment where making mistakes and learning from them and the need for effort and perseverance are part of the daily routine.
• Seeking opportunities to engage parents and carers in the education of their children (e.g. proactively highlighting successes) with support from expert colleagues to understand how this engagement changes depending on the age and development stage of the pupil. Demonstrate consistently high behavioural expectations, by:
• Receiving clear, consistent and effective mentoring in how to create a culture of respect and trust in the classroom that 10 supports all pupils to succeed (e.g. by modelling the types of courteous behaviour expected of pupils). And - following expert input - by taking opportunities to practise, receive feedback and improve at:
• Teaching and rigorously maintaining clear behavioural expectations (e.g. for contributions, volume level and concentration).
• Applying rules, sanctions and rewards in line with school policy, escalating behaviour incidents as appropriate.
• Acknowledging and praising pupil effort and emphasising progress being made.
Notes
Learn that… statements are informed by the best available educational research; references and further reading are provided below.

Learn how to… statements are drawn from the wider evidence base including both academic research and additional guidance from expert practitioners. Other key definitions can be found in the introduction.



Comments

Post a Comment

Popular posts from this blog

Assessment

Assessment (Standard 6 – ‘Make accurate and productive use of assessment’) Learn that… Learn how to… 1.       Effective assessment is critical to teaching because it provides teachers with information about pupils’ understanding and needs.   2.       Good assessment helps teachers avoid being over-influenced by potentially misleading factors, such as how busy pupils appear.   3.       Before using any assessment, teachers should be clear about the decision it will be used to support and be able to justify its use.   4.       To be of value, teachers use information from assessments to inform the decisions they make; in turn, pupils must be able to act on feedback for it to have an effect.   5.       High-quality feedback can be written or verbal; it is li...
Read more

Managing Behaviour

Managing Behaviour (Standard 7 – ‘Manage behaviour effectively’) Learn that… Learn how to… 1.       Establishing and reinforcing routines, including through positive reinforcement, can help create an effective learning environment.   2.       A predictable and secure environment benefits all pupils, but is particularly valuable for pupils with special educational needs. 3.       The ability to self-regulate one’s emotions affects pupils’ ability to learn, success in school and future lives. 4.       Teachers can influence pupils’ resilience and beliefs about their ability to succeed, by ensuring all pupils have the opportunity to experience meaningful success.   5.       Building effective relationships is easier when pupils believe that their feelings will b...
Read more

Adaptive Teaching

Adaptive Teaching (Standard 5 – ‘Adapt teaching’) Learn that… Learn how to… 1.       Pupils are likely to learn at different rates and to require different levels and types of support from teachers to succeed. 2.       Seeking to understand pupils’ differences, including their different levels of prior knowledge and potential barriers to learning, is an essential part of teaching. 3.       Adapting teaching in a responsive way, including by providing targeted support to pupils who are struggling, is likely to increase pupil success. 4.       Adaptive teaching is less likely to be valuable if it causes the teacher to artificially create distinct tasks for different groups of pupils or to set lower expectations for particular pupils.   5.       Flexibly grouping p...
Read more