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 |
