Advocates
The 'Advocates' are young & new-age teachers who are passionate about teaching. They are at a relatively early stage in their career. They choose teaching as their profession because they want to uplift society through it.
Advocates are highly influenced by constructivist pedagogies and employ them in their teaching. As a result of this, they are highly engaging teachers.
They are able to cater to different types of learners and focus on their holistic development. They are the kind of teachers with whom students feel comfortable to confide in about their personal problems.
They are goal–oriented and have a solution oriented mindset. The concept of uplifting society through education is an important aspect of their self-image.
Advocates operate in environments with limited support & infrastructure. They tend to feel crippled by systemic barriers. Constant failure in the face of systemic adversities, severely impacts their motivation & ability to teach effectively.
Motivation to Teach
Amotivation
External
Introjected
Identified
Intrinsic
Teaching Ecosystem
Lacking
Inadequate
Adequate
Excellent
“Teaching means to deliver effective learning. I use established learning theories and methods to deliver high quality learning to different types of learners in my classroom.”
Defines their Purpose as
Limited to Self
Anchored to Student
Anchored to Society/Nation
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 Instruction
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
What are the Barriers for this teacher?
Passion Undermined by Systemic Barriers
Emotional Burnout
Unmet Expectations & Disillusionment
Balance Care With Boundaries
This matters because their empathy can overwhelm them. Provide strategies for maintaining healthy boundaries, such as designated times for student check-ins or referral pathways for students’ personal issues. This ensures their support remains meaningful without exhausting them.
Highlight Achievements to Reinforce Purpose
This is critical because unmet expectations can overshadow real progress. Recognize their contributions through awards, acknowledgment, or career advancement opportunities, and build in peer feedback routines that validate their classroom impact. This keeps their sense of growth and purpose alive even when systemic barriers persist.
Institutional Support Networks
This works because Advocates feel systemic barriers acutely and need constructive outlets and support. Establish systems where they connect with similar peers and mentors to share experiences, gain advice and collaborate on strategies. Provide channels to voice concerns and improvements to school leadership, while spotlighting collective wins so progress feels visible and motivating.
What could make this teacher more effective?