ABSTRACT
This chapter considers teacher expectations, motivation and feedback in relation to effective teaching. School effectiveness studies such as that by M. Rutter et al. found that pupils obtained better results where teachers had high expectations of, and positive views of, the capabilities of their pupils. J. Scheerens has also underlined that teachers' attitudes and high teacher expectations enhance pupil achievement. Where teachers hold high expectations of pupils' ability then pupils are more likely to achieve and vice versa. Teacher praise and feedback are important factors in teacher-pupil relationships and are implicit in effective teaching. T. Corcoran and B. Wilson emphasised the positive effects of clear and unambiguous feedback to pupils on their performance and what is expected of them. The central role of the school and the effective teacher is to motivate learners, to encourage them to want to learn, to help them to understand how to learn and to believe that it is possible to do so.
