The expectations teachers have for their students and the assumptions they make about students’ potential have a tangible effect on student achievement. According to Bamburg (1994), research “clearly establishes that teacher expectations do play a significant role in determining how well and how much students learn.” Students tend to internalize the beliefs teachers have about their ability. Generally, they “rise or fall to the level of expectation of their teachers. . . . When teachers believe in students, students believe in themselves. When those you respect think you can, YOU think you can” (Raffini, 1993). 

Ron, Berger, ethics of excellence. (Creating a Culture of Mastery of Working with Students) Plymouth, N.H. Henman, 2003) 

(Both Ellbott and Fulton refer to outputs as follows:

Of the 134 schools in England that were part of the 2004 HiV study, “The successful schools had a culture that contained many demands, strives hard for development, fostered excellence, and held hope for every student to learn, while the least successful schools had Less Desire for Evolution, M. Follan, Leading a Culture of Change (San Francisco: Josie Bass 2001) 

There is a growing recognition among educators and researchers that student success does not depend only on learning a broader set of achievement competencies in core academic subjects but also on personal and interactive learning. Efforts to develop these competencies are often described using the term social and emotional learning (Professor Jones-Harvard 2016).