Communicated expectations govern behavior. To teach is to be involved in an ongoing diagnostic procedure. There is no freedom without discipline. Discipline is a function of the interest of the activity and the interpersonal relationship. Learning is a function of task analysis and the depth of the human relationship.
Teaching demands central issue clarity.
If the student isn't learning the teacher isn't teaching. Reflective teaching demands that the learner be kept perplexed, just short of frustration. There is no growth without pain.