An important part of effective teaching is the extent to which learners feel that they are expected to learn and how this expectation of learning is reinforced. Weindling (1989) summarised research demonstrating that school effectiveness measured in terms of high student outcomes (especially good results after controlling for pupil background and ability/achievement on entry) was usually promoted by an academic emphasis. This academic emphasis was characterised by the teacher's high academic expectations of pupils and a belief that all students can learn and that teachers can teach. Fullan (1992a) concurred that clear goals and high expectations of pupils are important in classroom improvement. This chapter considers teacher expectations, motivation and feedback in relation to effective teaching.