We know its not ideal, but the Staffroom is best explored on a desktop :)

We know its not ideal, but the Staffroom is best explored on a desktop :)

We know its not ideal, but the Staffroom is best explored on a desktop :)

We know its not ideal, but the Staffroom is best explored on a desktop :)

Catalysts

The 'Catalysts' are government school teachers who are intrinsically motivated and effective. They see themselves as societal change-makers with strong community ties.

They actively seek opportunities to improve their teaching skills and ensure students apply learning beyond the classroom, considering this as a key measure of success.

They build strong rapport with students, integrating local stories into lessons. They assess and adapt teaching methods to ensure a high-quality education for all.

They have ample experience teaching in highly adverse conditions. Hence, they
are undeterred in the face of adversity & make big efforts to ensure that learning continues.

They believe progress comes from collective growth and hold themselves accountable for creating lasting change in their village/community. Despite limited support and resources, they consistently achieve more.

Defines their Purpose as

Limited to Self
Anchored to Student
Anchored to Society/Nation

Motivation to Teach

Amotivation
External
Introjected
Identified
Intrinsic

"Teaching is the ability to create social change for the greater good. I believe education is a collective strength for the progress of our nation."

Teaching Ecosystem

Lacking
Inadequate
Adequate
Excellent

Measure for Successful class

Managing learners & completing session
Preparing properly for class
Students exhibit understanding
Students apply understanding

Teaching Style

Rote Learning
Constructivist Learning
Explicit Learning

Educational Background

No B.Ed
B.Ed
B.Ed + other subjects
M.Ed

Learning Psychology

Has exposure
Does not have exposure

Subject matter Knowledge

Functional
Fluent
Expert

Teaching plan Flexibility

Does not make
Situation led improvisation
Student centric improvisation
Creates flexible plan to accomodate all situations

Rapport with Students

Keeps Emotional Distance
Wants to be Friendly
Friendly but finds it difficult to set boundaries
Friendly and can set boundaries

Assess students based on

Marks
Both
Knowledge

Disciplining Strategy

Negative
Positive

Ability to Personalise

No
Yes

Teaching focus

Only Academic
Academic + Learner enablement

Reflective Mindset

Deflective
Technical Reflection
Practical Reflection
Critical Reflection

Narrative around Ineffectiveness

Defensive
Detached
Reflective

Pandemic Effectiveness

Low
Medium
High

Ability to Teach amid Adversity

Does not care
Responds but unsuccessfully
Responds Successfully

Learning Mindset

Doesn't identify as a learner
Identifies as a Learner (Self)
Talks about learning from Students
(Self + Students)

Sense of Success

Anchored to Learning Delivery
Anchored to Learning Transfer

Resource constrained Realities

Under-leveraged Expertise

Classroom Practices Unrecorded

What are the Barriers for this teacher?

Build Collaborative Knowledge Systems

This works because Catalysts' strength lies in turning constraints into opportunities. Create avenues like peer workshops, cluster meetings or documenting practices as community case studies, so their efforts contribute to a growing body of collective wisdom. Framing their work as part of a larger movement reinforces their impact as change-makers, while strengthening education across challenging contexts.

Document Practices for Policy Learning

This works because Catalysts have proof that teaching can thrive despite systemic barriers. Support them in documenting their methods & challenges through case studies, teacher forums or district reports that feed into policy discussions. Capturing these practices gives policymakers concrete evidence to bridge the gap between policy & reality, leading to more equitable and context-sensitive education reforms.

Tailor Support to Community needs

This works because Catalysts already adapt creatively to their contexts. Provide low/no-tech resources, flexible curriculum guidelines, and partnerships such as community learning circles, parent sessions or volunteer-led study groups to extend learning support into homes. When system support aligns with community needs, Catalysts can cultivate stronger student outcomes & lasting change.

What could make this teacher more effective?