Do you have a positive effect on others?

Teachers hold immense power- not just through what they teach, but through what they believe. The way teachers view their pupils can shape how those pupils view themselves and, ultimately, how they perform. This dynamic is illustrated through several key psychological principles.

The Pygmalion Effect suggests how high expectations from teachers can lead to improved performance in students. When teachers genuinely believe in a pupil’s potential, they may unconsciously offer more encouragement, richer feedback, and greater opportunities to succeed. Pupils can rise to meet those expectations. However, this effect also known as the Rosenthal Effect is sometimes disputed because later studies have found mixed results, with critics arguing that the original findings may have overstated the strength and consistency of this expectation to performance link across different contexts.

Conversely, the Golem Effect (named after a Jewish clay monster) occurs when low expectations limit performance. If a teacher assumes a student will struggle, they may offer less challenge or support, subtly signalling that failure is expected. The pupil then internalises this belief, and their outcomes often reflect it -a classic example of a self-fulfilling prophecy.

This links closely to Carol Dweck’s theory of fixed and growth mindsets. A fixed mindset assumes abilities are static “I’m just not good in that subject.” A growth mindset sees ability as something that can develop through effort and learning - “I can improve if I practise.”

Teachers’ own mindsets are equally influential: those who adopt a growth mindset foster resilience, curiosity, and persistence in their pupils. They model the belief that everyone can grow, reframing mistakes as opportunities to learn. As Hattie points out, true learning happens when teaching is visible to students, and learning is visible to teachers - when both know they are not limited by expectations and fixed mindsets, know what the goal is, how to monitor progress, and identify next steps. In other words: when teachers adopt a stance of “knowing my impact” and students see themselves as their own teachers and having autonomy in their learning, a powerful shift occurs in how classrooms work.

A coaching approach to teaching amplifies these positive effects. Coaching encourages teachers to listen deeply, ask open questions, and help pupils find their own solutions. Rather than directing, a coach-teacher guides students to reflect, take ownership, and set goals building confidence and autonomy. In staff development, coaching also supports teachers in examining their own expectations and biases, developing growth-oriented practices that benefit both themselves and their learners. Whether or not we fully subscribe to the Pygmalion or Golem Effects, reflecting on our expectations and biases reminds us that great teaching starts with self-awareness -the foundation of meaningful, impactful practice.

When teachers expect the best, nurture growth mindsets, and use coaching conversations to empower learners, classrooms become spaces of possibility.