Are you a Warm Demander?

I recently came across an article that was using the term “Warm Demander” to describe an approach to teaching. The term was first coined in 1975 by Judith Kleinfeld and the concept is to support student achievement and success by combining personal warmth with high expectations. It really struck a chord with me as it perfectly encapsulated the approach of knowing and caring for your students, prioritising a connection before content approach, and having high expectations for students that you will not compromise on.

Being “warm” means that you build strong trusted relationships with your students, demonstrating genuine care and belief in them and their potential. In education we often talk about positive classroom management, which is very important, but the idea of being “warm” goes beyond that. It means that as a person and teacher, we are not just seeking to create a better atmosphere in the classroom because it will lead to less behaviour issues, it means that we are seeking to develop a genuine interest and care for each of our students. Warm teachers have a desire to make the effort to learn about their students’ interests, backgrounds and strengths. They use encouraging, respectful language and listen to students’ perspectives. They acknowledge and celebrate their students’ achievements and efforts, and they show care with concern and empathy when students face challenges and setbacks. However, in teaching being warm alone isn’t enough, it needs to be combined with an attitude where teachers want students to succeed…they need to be demanding.

Being a “demander” means setting and maintaining high expectations for students, pushing them to reach their full potential. While warmth establishes trust, being a demander builds resilience and growth. A demanding teacher holds students accountable, encouraging them to take ownership of their learning and persevere through challenges. This approach requires clarity and consistency; students know exactly what is expected of them and understand that their teacher believes they are capable of reaching those expectations. Demanding teachers don’t accept mediocrity, but instead inspire students to push beyond their comfort zones, embracing hard work and persistence. They provide structure and discipline, guiding students to develop skills of self-regulation and responsibility. This balance of high expectations and support, teaches students that excellence is within reach, not through shortcuts, but through effort, dedication, and a belief in their own potential.

Being either “warm” or “demanding” has its detriments; the combination of the two is the key. A teacher who is only warm may fail to push students toward their highest potential, allowing them to stay comfortable but stagnant. On the other hand, a teacher who is solely demanding might cultivate a sense of stress or fear, which can hinder learning and creativity. When warmth and high expectations come together, students experience a balanced environment where they feel supported yet challenged. This combination empowers them to take risks, strive for excellence, and develop resilience, knowing they have a teacher who believes in their capacity to succeed.

As you reflect on your teaching practice are you a Warm Demander, or are you something different? As I reflect on my own experiences as a middle school homegroup teacher, a secondary school teacher and through various levels of leadership, I can pick out a number of students I really cared about and how I acted to get the best out of them. In these situations, I can see that I acted as a Warm Demander without realising it. I can also pick out many times where I have been only on the demanding side, with a lot less warmth, and I can see how this approach didn’t lead to great outcomes. The question I have been asking myself since being introduced to this term is, how can I as a Principal practice being a Warm Demander with students and perhaps even staff? How can you in your practice as homegroup teacher, year level leader, curriculum specialist, deputy Principal or Principal move towards being a Warm Demander?