‘Those first few lessons with a class are a golden period for setting out expectations. You have the opportunity to establish routines, norms that will then become their habits over time. Some of these relate to the curriculum, some relate to learning routines and some are about behaviour and relationships. Don’t assume these things will happen automatically, even if many are school-wide expectations. Each teacher needs to set out their stall so that students know how things will run.’
(https://teacherhead.com/2023/08/25/10-things-establishing-expectations-with-a-new-class/)
Establishing expectations with a new class requires clarity, consistency, and positive framing. Key steps include defining specific behaviours, practising routines, and maintaining firm follow-through.
Be specific: Replace vague terms like “be respectful” with exact actions, such as tracking the speaker.
Entry and exit: Teach students how to enter the room, start the warm-up task, and pack up at the end.
Attention signals: Pick a clear cue—like a countdown or hand raise—and wait for total silence before speaking.
Keep it short: Limit your core rules to a concise list of five to eight positive statements.
Model behaviour: Demonstrate what right and wrong behaviours look like in practice.
Positive reinforcement: Praise students who follow instructions right away to encourage the rest of the room.
Calm consequences: Deliver pre-planned, neutral reactions when rules are broken rather than arguing or raising your voice.
‘The expectations you have of your pupils can impact their progress and outcomes. Research has shown that when teachers have high expectations for their pupils, their outcomes are better (Murdock-Perriera & Sedlacek, 2018; Hattie, 2008; Rubie Davis et al, 2014). Therefore, it is important that you hold high expectations for all your pupils.’
‘It’s important to set out your behaviour expectations at the beginning of the year – and reinforce them regularly afterwards – because all students have different backgrounds and experiences. You cannot assume that they know what you mean by ‘good behaviour’, or that they have the good habits ingrained to be able to behave positively. By teaching them exactly what you would like them to do, you can make it clear to students what they need to do in order to be successful. This reduces the time you spend addressing behaviour during lessons.Additionally, research has found that having clear, consistent, high expectations in the classroom can positively affect students’ abilities, opportunities to learn, motivation, and learning outcomes. If you set out expectations, they are likely to meet them.
(https://www.highspeedtraining.co.uk/hub/how-to-set-behaviour-expectations-in-the-classroom/)
This blog was written by Bretta Townend-Jowitt, Education Consultant and Trainer.
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