Explicit quality criteria 

High explicit quality criteria is identified by frequent, detailed and specific statements about the quality of work required of students. Explicit quality criteria become reference points when the teacher and/or students use the criteria to develop and check their own work or the work of others. Low explicit quality criteria is identified by an absence of written or spoken reference to the quality of work expected of students. Reference to technical or procedural requirements only (such as the number of examples, length of an essay or the duration of a presentation) is not evidence of explicit quality criteria. 

Engagement 

High engagement is identified by on-task behaviours that signal a serious investment in class work. These behaviours include sustained interest and attentiveness, individual focus on work, showing enthusiasm for the work, and taking the work seriously. High engagement may also be evident when students take the initiative to raise questions, contribute to group tasks and help peers. Low engagement or disengagement is identified by off-task behaviours that signal boredom, a lack of effort by students or effort directed into non-class activities. These behaviours include disrupting the class, talking to peers about non-class matters or day dreaming. It is assumed these behaviours indicate that students are not taking seriously the substantive work of the lesson. 

High expectations 

Expectations are high when teachers (or students) communicate the expectation that all members of the class can learn important knowledge and skills that are challenging for them. Students are encouraged and recognised for taking conceptual or other risks in learning. Expectations are also high when students at all levels are expected, and try, to master challenging work whether the challenge is intellectual, physical or performance-based. Expectations are low when little is asked of students in terms of conceptual challenge or risk taking. They are also low when teachers (or students) communicate that they do not expect some students to be able to do the work. 

Social support 

Classrooms high in social support for student learning encourage all students to try hard and risk initial failure in a climate of mutual respect. Classrooms high in social support are characterised by teacher and student behaviours, comments and actions that encourage and value effort, participation, and the expression of one’s views in the pursuit of learning. If disagreement or conflict occurs in the classroom, it is resolved in a constructive way for all concerned. Classrooms low in social support are characterised by teacher or student behaviours, comments and actions that discourage effort, participation and taking risks to learn or express one’s views. For example, teacher or student comments that belittle a student’s response, and efforts by some students to prevent others from taking seriously an activity, serve to undermine support for learning. Social support can also be absent in a class when no overt acts like the above occur, but the overall atmosphere of the class is negative. 

Students’ self-regulation 

High self-regulation is evident when the lesson proceeds without interruption and when students demonstrate autonomy and initiative in relation to their own behaviour in ways that allow the class to “get on” with learning. There is virtually no time spent, or need for time to be spent in the lesson, on disciplining students’ behaviour or regulating student movements. Low self-regulation is evident when teachers devote a substantial amount of classroom time to regulating and disciplining behaviour and movement, either in response to student misbehaviour, or through their own attention to behavioural matters. 

Student direction 

Classrooms with high student direction see students exercising control over one or more of the following aspects of a lesson: • choice of activities • time spent on activities • pace of the lesson • criteria by which they will be assessed. When students assume responsibility for the activities in which they engage, and/or how they complete them, the activities are likely to be student-centred (e.g. group work, individual research and practical investigation projects). Classrooms with low student direction do not see students exercising control over class activities. Instead, the teacher explicitly determines what activities students do and how and when they are to do them. The nature and appropriateness of an activity is thus decided by the teacher.