Do you ever feel like you are repeating yourself when it comes to following rules or getting something done? Does it frustrate you that some students aren’t even trying or passing in their best work? Or, I bet you’ve expected a task to be done one way, but somehow the end result turned out to be something completely different. Well, it has to do with how others are perceiving your expectations. Let’s do a reverse role. Put yourself in the place of the students.

How do students perceive what you expect of them?

Will they answer quickly and correctly with no hesitation? Or, will students look around at one another not knowing how to answer? This brings up another point. Students who have a learning disability have difficulty reading between the lines, and they might not know what you want, especially if you talk using figurative language. Let’s think for just a minute about how expectations are conveyed for students to follow.

Do you lead by telling students straight up what you expect of them? Or, do you assume students know what is expected? After all, you have probably mentioned the rules several times over. Maybe you are not sure if you have told students your expectations. Most of us assume students know what is expected of them, especially if the rules hardly change. These are known as hidden rules.

When we use hidden rules to convey our expectations, that is when we begin to become frustrated or get other results than what is expected. When this happens, take a good look at how messages are being conveyed to students.

Begin by asking yourself two questions.  “Did I make expectations clear to them?”

“Are my student expectations too low or too high?”

Use these 3 tips to get your expectations across students:

Tip #1:  Review your expectations frequently, which can be as often as every lesson.

Tip #2:  Have students repeat what is expected back to you.

Tip #3:  Don’t just assume all students know your expectations for them.

Instead of talking about the students, talk to them one-on-one. Students will perform their best if the teacher’s expectations are clear and frequently reviewed. This gives you, as the teacher, the power to bring students up to new levels, instill confidence in them and make learning meaningful when given reachable expectations.

Remember, you have the power to change students’ lives either one day at a time, or you could expect a lifetime change.

Never underestimate the power that is within you and the impact you leave on others.