In a Great Expectations learning environment, the learner is the focus. The educator is a constant contact who supports, guides, and expedites learning. The educator’s feedback helps to focus learners on the information, skills, and resources needed to successfully reach the objectives. Monitoring all learners as they perform their daily activities will create a safe and supportive environment and promote success. Limitless opportunities allow the learners time for exploration and self-reflection which is necessary for true learning.

Educators who hold high expectations for their learners benefit those individuals by designing high-quality work and by teaching and coaching in a way that engages and encourages learners to persist (Self-Fulfilling Prophecy, Robert Tauber). Holding high expectations for all learners helps them to gain an understanding of the benefits of personal high expectations. Holding high standards for work that is to be completed incorporates business standards that will help learners to achieve their future goals.

Perceived ability can be defined as an individual’s assessment of his/her own ability. In sports, perception of ability is regarded as a major element of achievement and is an important determinant of motivation. Individuals who perceive themselves as having high ability, tend to be more motivated than those who perceive themselves as having low ability. Research suggests that “perception is reality” for most, so the educators’ perceptions and the learners’ perceptions should work in tandem to motivate greater success.