Go-Getters
The 'Go-Getters' are teachers by choice. They strive to be excellent at their job so that they can feel professionally accomplished and climb the career ladder.
They sometimes use new methods, but mostly rely on didactic, teacher-led instruction. Their effectiveness depends on how well prepared they are, so they perform best in their regular and familiar teaching environments.
Go-Getters strive to be seen as ‘fun & friendly teachers’. This is important for their self-image. However, because of this same reason, they struggle to create boundaries in class with their students.
Go-Getters are ambitious and career-focused, eager to grow through visible achievement. Their sense of success is
tied more to action and recognition than
to meaningful student learning or self-reflection.
They prioritise meeting their targets instead of ensuring that students have learned. When faced with adversity, they tend to become defensive and will blame external factors for their reduced teaching capabilities.
Defines their Purpose as
Limited to Self
Anchored to Student
Anchored to Society/Nation
Motivation to Teach
Amotivation
External
Introjected
Identified
Intrinsic
“Teaching is a job I want to excel at. I do what it takes to grow in my career & create a successful self-image.”
Teaching Ecosystem
Lacking
Inadequate
Adequate
Excellent
Measure for Successful class
Managing learners & completing session
Preparing properly for class
Students exhibit understanding
Students apply understanding
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 Style
Rote Learning
Constructivist Learning
Explicit Instruction
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
Prioritising Self-image over Growth
Completion over Student Understanding
Friendliness undermining Classroom Boundaries
What are the Barriers for this teacher?
Make Reflection Quick & Routine
This matters because their self-image makes them defensive and deflective about their shortcomings. Reflection should be brief, individual, and integrated into regular tasks — but also feel safe, affirming, and supported by encouragement and failure-positive messages. Normalise mistakes as learning moments through success stories or data showing that reflective teachers grow faster.
Redefine Boundaries as Respect-Building
This is critical because they equate friendliness with being liked. Use role-models or peer stories where teachers gained respect and stronger student relationships by setting boundaries early and fairly. Frame classroom rules as protection for both teacher and students, reinforcing that discipline enhances, not diminishes, their image as approachable and fun.
Reframe Learning as Career Growth
This works because Go-Getters are motivated by recognition. Position student learning outcomes as the achievement that school leaders and peers truly notice. Set a culture for promotions, praise and rewards to be tied to student progress and understanding, and not just syllabus completion. This shows them that deeper learning strengthens their career trajectory.
What could make this teacher more effective?
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 :)