Clear, consistent classroom procedures can help students meet your academic expectations, according an article on the National Association of Secondary School Principals website by junior high school teacher Kim Campbell. This includes policies for late work, attendance, classroom participation and use of electronic devices. Not taking the time to set or enforce these procedures can result in a less efficient classroom, less focused students and ultimately, less academic success. Take time on the first day of class to explain not just the policies but why you've put them in place. Giving students your policies in writing and having them sign a contract agreeing to follow them can also create accountability and responsibility.
Maximizing the limited time you have with students demonstrates expectations for attentiveness and preparation. According to Ivy C. Alford of the Southern Regional Educational Board, effective lessons use the entire class period through a series of activities related to the day's learning goals. Transitional dialogue that links the lesson plan's ideas to previous concepts, reading or homework can ensure that students understand not just the material but why it's important. Taking time to prepare your lessons and organize classroom time ultimately shows students that you expect the same preparation and focus from them.
In-class preparation for student assessments is another opportunity to clarify instructional expectations. Using a rubric that outlines the qualities of outstanding assignments can visually demonstrate how to earn an A or B. Alford even suggests that eliminating D and F grades and replacing them with NY -- "not yet" -- can motivate students to pursue your standards rather than giving up after a bad grade. Sharing examples of student work, such as successful essays and strong solutions to math problems, can also give them a clear depiction of work that meets your expectations.
In addition to feedback on tests and assignments, personal communication can also give students clear advice on how to reach course objectives. Being aware of how you respond to individual students is crucial. According to the Journal of Teacher Education, calling on lower achieving students less frequently, giving them less time to answer questions or avoiding eye contact can cause them to think the expectations don't apply to them. Positive one-on-one interactions that affirm student successes and give constructive criticism let students know you support them equally and are there to help.