Effective teachers hold high expectations for their
students.

Teachers arrive on time with well planned lessons, which
provides: model setting, expression of school values,

maximum instructional time.

Pupils are kept actively engaged in productive activities,
rather than waiting for something to happen. Behaviour was
better when there was a high proportion of "topic" time
per lesson as oppesed to time setting up equipment. handing
cut materials, etc.

Smooth transitions between activities assisted successful
teaching.

Teachers in higher achieving schools exhibit more concern
for and commitment to their students’ achievement and
express this concern through interaction with their
students.

Teachers establish on the first day a system of student
reponsibility and accountability for work.

Teachers make rules, consequences, and procedures clear an
the first dav of September.

Frequent disciplinary interventions are linked with more
disruptive behaviour.

Quiet reprimands are more effective than loud ones.

In high achieving schools, the general practice is for
teachers to make immediate correction and provide re-
instruction when students fail to give the correct response.
Teachers should reinforce even the smallest steps towards
the desired behaviour, but at the same time make it clear to
the student what further improvement should be made .

The overall ethos of the school seems to provide support and
a context which facilitates good teaching.