Teaching Standard 1: “Set high expectations which inspire, motivate and challenge pupils”

The standard

establish a safe and stimulating environment for pupils, rooted in mutual
respect
set goals that stretch and challenge pupils of all backgrounds, abilities and
dispositions
demonstrate consistently the positive attitudes, values and behaviour which
are expected of pupils.

Learn that…

Teachers have the ability to affect and improve the wellbeing, motivation and behaviour of their pupils.
Teachers are key role models, who can influence the attitudes, values and behaviours of their pupils.
Teacher expectations can affect pupil outcomes; setting goals that challenge and stretch pupils is essential.
Setting clear expectations can help communicate shared values that improve classroom and school culture.
A culture of mutual trust and respect supports effective relationships.
High-quality teaching has a long-term positive effect on pupils’ life chances, particularly for children from disadvantaged backgrounds.
High quality teaching is underpinned by positive interactions between pupils, their teachers and their peers.
Pupils’ experiences of school and their readiness to learn can be impacted by their home life and circumstances, particularly for EAL pupils, young carers, and those living in poverty.

Learn how to…

Communicate a belief in the academic potential of all pupils,
by:

Using intentional and consistent language that promotes challenge and aspiration.
Setting tasks that stretch pupils, but which are achievable, within a challenging curriculum.
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) and consider how this engagement changes depending on the age and development stage of the pupil.

Demonstrate consistently high behavioural expectations, by:

Creating a culture of respect and trust in the classroom that supports all pupils to succeed (e.g. by modelling the types of courteous behaviour expected of pupils).
Teaching and rigorously maintaining clear behavioural expectations (e.g. for contributions, volume level and concentration).
Applying rules, sanctions and rewards consistently in line with school policy, including where individual pupils have an agreed tailored approach, escalating behaviour incidents as appropriate.
Acknowledging and praising pupil effort and emphasising progress being made.

The text above is taken from the Teachers’ Standards and the ITTECF Combined Framework. Contains public sector information licensed under the Open Government Licence v2.0 and v3.0.