HIWS3: Establish and Maintain Clear Classroom Expectations

Effective teachers establish, clearly communicate and maintain clear classroom expectations. They know that creating expectations and rules is an ongoing, shared process with students. 

Strategy overview 

What is the strategy? 

Teachers clearly and consistently communicate and reinforce classroom expectations and consequences to students, that are consistent with the school wide approach. They help to create a sense of order and predictability in a classroom. Teachers model, expect and reinforce respectful behaviour. Consistently reinforcing expectations does not mean that teachers need to treat every student in exactly the same way. Consistent classroom expectations can be implemented in a way that is complementary to reasonable adjustments and that is sensitive to student needs, abilities and strengths. 

How effective is the strategy? 

Research demonstrates that clear expectations are important for student wellbeing and helping students feel safe at school. Safe environments that encourage positive and predictable classroom interactions and routines contribute to student wellbeing. They can also maximise instructional time. Setting clear expectations positively affects student behavioural and social-emotional outcomes. It also has significant positive effects on social competence and motivation and engagement. 

Considerations 

Classroom expectations may change depending on the developmental stage of students, their learning and wellbeing needs and the dynamics of the classroom. Where appropriate, teachers should include students in the process of creating clear expectations in the classroom. Teachers can use examples of how students can meet or not meet expectations to clarify the expected behaviour. The physical classroom space should be organised, with few distractions. Teachers may use visual prompts and tools (e.g., scripts, models, scaffolds) as needed.

How do I implement the strategy? 

This strategy is demonstrated when the teacher: 

• Explicitly teaches students how to meet expectations, provides opportunities to practice and consistently reinforces expectations. 

• Focuses on what to do, rather than what not to do. 

• Responds positively when expectations are met. 

• Recognises that not all students can regulate their emotions to the same degree. 

• Identifies warning signs, and actively supports students to identify their own triggers and apply strategies to manage emotions. (e.g., ‘I can see you are frustrated as you’re speaking more loudly than usual, and your fists are clenching up. Would you like a drink of water to help you feel calmer?’). 

• Does not assume a student has deliberately not met expectations. 

• Uses proportionate and non-punitive responses, focusing on educating the student on the desired behaviour when expectations are not met (see the Behaviour policy for detailed guidance). 

This strategy is not demonstrated when the teacher: 

• Does not consistently reinforce classroom expectations or is unpredictable in expectations. 

• Allows their mood to influence the classroom climate. 

•  Is puitive, harsh or controlling when reinforcing expectations. 

• Usually, phrases reminders about behaviours in negative language. 

• Ignores the whole student and their circumstances, focusing only on the negative behaviour. 

• Is unjust or targets particular students or has biased expectations for students based on their characteristics such as gender, ethnicity, culture, learning needs or socioeconomic status. 

• Selects an inappropriate time and place to talk to a student about their behaviour 

This strategy is demonstrated when the student: 

• Perceive expectations as fair and as implemented with respect. 

• Understands classroom expectations and knows the logical consequences of not meeting expectations. 

• Learns more effective ways of communicating their needs. 

• Develops an understanding of their own emotional responses and how to regulate them. 

• Can reflect on their behaviour and choose alternatives. 

• Shows interest and engagement in the classroom. 

• Can usually meet classroom expectations and has fewer inappropriate behaviours. 

• Feels safe at school and included in the class