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 :)
Nurturers
The 'Nurturers' are highly respected, internally motivated, private school teachers. They are veteran teachers with a decade of experience, who are deeply dedicated to teaching and fostering student growth.
They create structured, student-centered classrooms. Their expertise and understanding of learning create a balanced teaching style, merging student learning and classroom engagement.
They design flexible teaching plans, balancing friendliness and open-mindedness with sternness when needed. This ensures boundaries and creates a classroom based on mutual respect.
Decades of experience help Nurturers handle challenges. With a strong learning mindset, they continuously reflect and strive to improve, ensuring high-quality learning in all situations.
Teaching is a respected role for Nurturers. With strong intrinsic motivation and support, they confidently manage responsibilities and successfully respond to adversity. They remain deeply committed to their students' success.
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 responsibility. Along with delivering high quality learning, I ensure I teach my students to achieve anything they want."
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 Learning
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 diffcult 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
Don’t Envision themselves as Mentors
What are the Barriers for this teacher?
Limited Exposure to Community Purpose
Limited Pedagogical Vocabulary
Broaden Exposure to Community Purpose
This is critical because Nurturers’ context limits exposure to education with a community lens. Provide opportunities such as exchange programs with government schools, guest sessions with community teachers or case studies that showcase education’s role in social responsibility and community impact. Such exposure can help them connect student growth to community purpose and collective progress.
Connect Practice to Pedagogy
This works because Nurturers respond well when their instincts are affirmed. Use language that connects their lived classroom experiences to learning science principles that will give them structure: “Here’s what you’re doing — here’s what it’s called and how to deepen it.
Blend Teaching and Mentorship
This works because Nurturers value classroom connection. Frame leadership or mentoring as a way to multiply their impact on students through others. Position these roles as extensions of teaching excellence, not replacements, and design hybrid opportunities like mentor-teacher roles, that retain classroom time while expanding influence across classrooms.
What could make this teacher more effective?