Communicating High Expectations to Learners

It was a day like any other in my classroom. My lesson was planned, my objectives were posted, and my trusty dry-erase markers were lined up like soldiers. Everything seemed on track—until she raised her hand.

You have to understand - this student never raised her hand. Honestly, I didn’t expect her—or most of the class—to engage. My plan was simple: deliver the lesson, watch them watch me, and hope that some would connect enough to respond. So, when she raised her hand, I was stunned. Naturally, I felt a surge of hope. Finally! Engagement! Curiosity! A breakthrough! I called on her, eager for the brilliant question that would show she was following along.

She looked me dead in the eye and said, “You know, you look way better when you wear a belt.”

I blinked. Hard. Finally, I managed, “Do you have a question… about the lesson?” She winked - actually winked at me - and said, “Nope. Just thought you should know.”

And just like that, my carefully crafted lesson plan—my objectives, my point for the day—evaporated. I don’t even remember what I was trying to teach. The only thing I remember is her comment. Here’s the thing: I didn’t expect her to engage with the lesson because, deep down, I wasn’t really engaging with her—or with the class. I was in survival mode, focused on covering content, checking boxes, and moving on. My expectations were low: I assumed most students would stay quiet, absorb my “performance,” and maybe some would respond.

Her attention, though? It drifted elsewhere—straight to my belt.

It was a humbling moment of reflection. How often do we, as educators, unintentionally set low expectations? Whether it’s through our tone, our pacing, or our focus on “just getting through it,” we might be communicating that we don’t expect much. That brings me to a powerful truth: what we expect from our students shapes what they expect from themselves.

In the 1960s, psychologists Robert Rosenthal and Lenore Jacobson ran a now-famous experiment that revealed how powerful teacher expectations are. They told teachers that certain students in their classes were “intellectual bloomers” and would likely make great academic strides that year. But here’s the twist: the students were chosen at random. By the end of the year, those “bloomers” had, on average, outperformed their peers. Why? Because the teachers’ beliefs about their potential subtly influenced how they treated them. Teachers gave these students more attention, challenged them more, and provided greater encouragement. In turn, the students rose to meet those expectations.

When we consciously set and communicate high expectations, we change the narrative. Through our words, actions, and attitudes, we show students that we believe in their ability to succeed. Let’s explore how to do that in ways that inspire and empower every learner in your classroom.

Set and Communicate High Expectations to Learners

1. Make Learning Objectives Crystal Clear

Begin by explicitly communicating rigorous, grade-level learning objectives and that you know every student is capable of meeting them. When students understand what they are working toward, they’re more likely to engage meaningfully. To go a step further, involve your learners in co-creating success criteria to give them ownership of their learning and add even more clarity to the learning objectives. For example, ask students to brainstorm what "success" looks like for a project using “I can” statements, then refine the criteria together to ensure alignment with the goals.

2. Allow Students to Self-Monitor Progress

One way to communicate high expectations is to give students the tools to take ownership of their learning. Rubrics, checklists, and similar resources are powerful aids that help students self-monitor their progress. When learning objectives and success criteria are embedded into these tools, students understand what is expected and how to meet those expectations.

For a science project where the objective is for students to design and conduct an experiment, you could, for example, provide a checklist of success criteria to guide self-assessment, for example:

I can choose a testable question that is specific and measurable.
I can develop a clear hypothesis that predicts the outcome of my experiment.
I can list all necessary materials and ensure they are organized and ready to use.
I can write detailed procedures that others can follow to replicate my experiment.
I can collect and record data accurately in charts, tables, or graphs.
I can analyze my results to identify patterns, trends, or relationships in the data.
I can draw conclusions that explain whether my hypothesis was supported by the data.

These “I can” statements help students break down the task into manageable components and provide a clear roadmap for success. When paired with a rubric that defines performance levels for meeting the objective, students can self-monitor their progress and identify areas for improvement.

3. Praise Effort, Not Just Excellence

Carol Dweck, a psychologist at Stanford University, is renowned for her research on motivation and the growth mindset. Her work shows that students who believe their abilities can grow through effort and learning are more likely to embrace challenges, persist through difficulties, and achieve more over time. In the classroom, this means focusing on the process of learning rather than just the outcome. Instead of only praising a perfect score or a beautifully written essay, recognize the effort that led there. For example, you might say, “I’m impressed by how you kept trying different ways to solve that problem until you figured it out.” Teach students to adopt a growth mindset by reframing their language. When a student says, “I can’t do this,” guide them to add the word yet: “I can’t do this yet.” This subtle shift reminds them that learning takes time and that progress is always possible.

4. Provide Opportunities for Revision

Learning is a process, not a one-and-done event. Allowing students to revise their work demonstrates your belief in their ability to improve. Instead of penalizing initial attempts, give constructive, action-oriented feedback and time for revision. This practice helps students embrace learning as iterative and growth-focused, showing that high expectations are achievable with effort and persistence.

Here’s an example of how a low-expectations teacher might handle a scenario compared to a high-expectations teacher. 

Image Text: The scenario: A student submits a persuasive essay that is poorly organized and lacks evidence to support claims.  A teacher with low expectations may give the student a low grade without meaningful feedback, noting, “You didn’t follow the directions.” The student is not allowed to revise or improve. While a teacher with high expectations would provide specific, actionable feedback, such as, “Your thesis is a good start, but it needs to be clearer. Try revising it to include your main argument. Also, add at least two pieces of evidence to support your claims in each body paragraph.” The teacher schedules a check-in to review the student’s revisions and encourages improvement.

A low-expectations approach signals to students that their initial work defines their ability, fostering discouragement and a fixed mindset. The lack of feedback and opportunity for growth communicates that the teacher doesn’t believe the student can improve. A high-expectations approach reframes the situation as a learning opportunity, emphasizing that mistakes and setbacks are part of the process. 

6. Foster Student Autonomy

Choice is powerful. When students have a say in how they learn—whether it’s selecting a topic for a project or deciding how to demonstrate mastery—you’re showing them you trust their decision-making. This increases engagement and fosters intrinsic motivation as students pursue activities that align with their interests and strengths. When students see how their efforts align with their aspirations, they’re more likely to engage authentically.

Furthermore, the teacher’s approach communicates unconditional positive regard: the belief that every student can succeed when given the right opportunities. Even if a student has struggled with traditional assignments in the past, the teacher’s willingness to provide agency signals confidence in their potential, which can be transformative!

7. Encourage Self-Reflection

Rather than always telling students what they need to improve, ask them to reflect on their own work. Reflection encourages students to think critically about their learning and take ownership of their growth. By using prompts like “What went well?” and “What could you do differently next time?” you help students assess their strengths and identify areas for improvement.

When students self-assess, they develop metacognitive skills, which allow them to think about their thinking and better understand how they learn. This fosters independence and a growth mindset, making them more engaged in learning. Consider the difference below:  

Image Text: With low expectations, the teacher gives only grades and general feedback while a teacher with high expectations asks students to reflect on what went well and what could be improved, guiding them toward action-oriented growth. A teacher with low expectations points out mistakes without further discussion while a teacher with high expectations encourages students to reflect on their work and offers specific feedback based on their self-assessment.

Reflection helps students understand that learning is an ongoing process, not a one-time event. By making reflection a regular part of your classroom routine, you foster a growth mindset and encourage students to take responsibility for their learning.

8. Provide Scaffolding to Meet Students' Needs

The Zone of Proximal Development (ZPD), a concept developed by psychologist Lev Vygotsky, refers to the range of tasks that a learner can perform with guidance but not yet independently. When teachers provide tasks within this "sweet spot," students are challenged just enough to grow but not so much that they become frustrated and shut down. Goals should align with grade-level standards, but students should have the opportunity to select the level of scaffolding they need to succeed. Let’s take a look at two scenarios: 

Image text: Teaching students how to multiple fractions. A teacher with low expectations assumes some students "aren’t ready" for grade-level work and assigns simpler tasks, such as adding fractions, without ever introducing multiplication. While a teacher with high expectations provides scaffolding, such as visual fraction models or small-group instruction, to help students grasp the concept of multiplying fractions. Encourages all students to attempt the grade-level task with support.

Image Text: Asking students to write a persuasive essay. A teacher with low expectations allows a struggling writer to complete a simple paragraph instead of attempting a full essay, lowering the learning standard. While a teacher with high expectations provides graphic organizers and sentence starters to help the student structure their thoughts and meet the expectation of a full essay.

Teachers with low expectations may avoid challenging students for fear of failure or frustration, which can inadvertently cap their growth. Assigning overly simplistic tasks communicates a belief that the student cannot tackle more rigorous work, which can harm their confidence and limit their potential. By scaffolding appropriately, the teacher helps students stretch beyond their current abilities without feeling overwhelmed. This approach enhances learning and builds resilience and a belief in their capacity to tackle challenges.

Ultimately, setting high expectations for students isn't about forcing them to leap impossible hurdles; it’s about showing them that we believe in their potential and giving them the tools to climb. It's about being the kind of teacher who says, “Let’s tackle this together,” rather than, “This might be too much for you.”

Think back to the story of the belt. That student wasn’t engaged in the lesson because I wasn’t truly engaging her. I was performing and hoping someone—anyone—would connect with it. She may not have learned the lesson content that day, but I learned something valuable: if students aren’t tuning in, we need to check our own approach. Are we creating space for them to take ownership of their learning? Are we inviting their voices into the process? Are we equipping them with the tools and scaffolding they need to grow?

When we shift our mindset from “This student isn’t ready” to “This student can rise with the right support,” we start teaching beyond the lesson. We start teaching resilience, independence, and a growth mindset. By making space for reflection, encouraging revision, and providing choice, we’re not just helping students meet grade-level standards—we’re helping them see themselves as capable, confident learners ready to take on the big, beautiful world ahead.

Discover how to set and communicate high expectations that drive student success.