High expectations self assessment checklist

Teachers’ beliefs about their students and what they can achieve have a substantial impact on students’ learning and progress. Research shows that students whose teachers have high expectations and believe they can succeed do substantially better than the students of teachers who have low expectations.

How often do you do the following in your teaching practice?

Rarely Sometimes Regularly
Ask open questions
Praise effort rather than correct answers
Use regular formative assessment
Rephrase questions when answers are incorrect
Use mixed-ability groupings
Change groupings regularly
Encourage students to work with a range of their peers
Provide a range of activities
Allow students to choose their own activities from a range of options
Make explicit learning intentions and success criteria
Allow students to contribute to success criteria
Give students responsibility for their learning
Get to know each student personally
Incorporate students’ interests into activities
Establish routines and procedures at the beginning of the school year
Work with students to set individual goals
Teach students about SMART goals
Regularly review goals with students
Link achievement to motivation, effort, and goal setting
Minimise differentiation in activities between high and low achievers
Allow all learners to engage in advanced activities
Give specific, instructional feedback about students’ achievement in relation to learning goals
Take a facilitative role and support students to make choices about their learning
Manage behaviour positively and proactively
Work with all students equally