Do you get more positive outcomes from  people when expectations and boundaries are clear and consistent? This is a reoccurring theme that not only crops up frequently in teaching but also in the field of leadership and management.

 This question can apply to so many scenarios; school, home, work and social life!

 Something I have learnt throughout my career is that people respond more positively and achieve better outcomes if consistent expectations and boundaries are maintained. This could be with children, pupils or colleagues you lead and manage.

 This goes back to the basics of creating a relationship based on trust; once you have trust, the likelihood is that behaviour and communication is more positive.

 We know that children respond better to positive boundaries and consistent expectations; this is because it provides a feeling of safety and comfort, whereby they know what to expect and there is no unpredictability.  Some students I have worked with have never had boundaries or consistency in their homes,  hence finding it incredibly difficult to adhere to instructions or follow rules in school. However, they have come round to responding positively to my expectations as I remain consistent and this in turn makes them feel safe. The outcomes are more positive and the students make quicker and significant progress.

 As thousands of new and existing teachers are preparing to go back to school for one of the most gruelling terms of the year, it is important to remember that in those first few lessons you have with your new classes, you have considered that a positive rapport is built and your expectations are clear. This is all very well and good in the first week, however, this has to remain consistent, which is easier said than done in the Autumn term!

 “I want the kids to like me” said the NQT! Rookie error. The positive rapport with a class is not built on whether the kids like you or not. I don’t care whether students like me or not! I am not there to be liked, I am there to teach them. They become to like me when they realise they can trust me and that I am consistent with how I manage them day in day out. They feel safe in my classes, there is a mutual respect and therefore behaviour is rarely an issue.

 The same applies to leadership and management. Approachability is succinct with trust and expectations. To be a good leader do you need your colleagues to trust you? If your workers need to approach you to have difficult discussions, would they avoid it in fear of not knowing how you are going to respond? If your boundaries have remained consistent and colleagues are aware of your expectations, you may find that the professional relationships you have with the staff you lead are more productive.