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Set high expectations which inspire, motivate and challenge pupils 

• 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. 

From the Department for Education’s Teachers’ Standards

Learn that:

1. Teachers have the ability to affect and improve the wellbeing, motivation and behaviour of their pupils.
2. Teachers are key role models, who can influence the attitudes, values and behaviours of their pupils.
3. Teacher expectations can affect pupil outcomes; setting goals that challenge and stretch pupils is essential.
4. Setting clear expectations can help communicate shared values that improve classroom and school culture.
5. A culture of mutual trust and respect supports effective relationships.
6. High-quality teaching has a long-term positive effect on pupils’ life chances, particularly for children from disadvantaged backgrounds.

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).

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 in line with school policy, escalating behaviour incidents as appropriate.
• Acknowledging and praising pupil effort and emphasising progress being made.

From the Department for Education’s Early Career Framework