What Teacher Training College Won't Teach You.

If teaching were merely the shifting of information from one vessel to another, our university teacher colleges could mould educators as predictably as factories produce contraptions.

Yet, in the complexity of the classroom, where human unpredictability reigns supreme, the most crucial lessons are often those left untaught by teacher-training colleges.

I remember my first thirty minutes standing in front of a class of teenage students.

Clueless.

In the unscripted moments, the subtle shifts, and the art of knowing when to defy the curriculum, I flirted with true teaching mastery.

Knowing Where the Lines Are

Every teacher must navigate the fine lines that define their professional world.

While much emphasis is placed on maintaining classroom discipline, the unspoken nuances of "knowing where the lines are" extend far beyond managing behaviour. For instance, in project-based learning (PBL), the teacher becomes a facilitator rather than a dictator of knowledge. Knowing when to intervene in a student's exploratory process without wrecking their creativity is an art form rarely addressed in formal training.

Team teaching adds another layer of complexity. Collaborating with colleagues requires an acute awareness of boundaries—when to assert one's ideas and when to yield. It's akin to a well-rehearsed "dance" (a term I often use in professional meetings); one misstep can disrupt the harmony. These are the invisible lines that, if crossed or ignored, can undermine both teaching effectiveness and professional connections.

The Power of the Pivot

Rigid adherence to lesson plans and syllabi is the Achilles' heel of many educators.

The classroom is an ever-evolving ecosystem, and the ability to pivot—adjusting one's approach in real-time—is the hallmark of a seasoned teacher.

I often compare the teaching world to sports, where coaches must make instantaneous decisions that can alter the game's outcome. Or their treatment of a player can uplift or destroy a multi-million dollar asset.

A coach doesn't stubbornly stick to a game plan when it's evident the opposition has outmanoeuvred them; they adapt. And, if they do (take note, Mr Ten Hag), they usually won't last long.

Outstanding teachers, much like great coaches, read the room.

If a teaching strategy isn't resonating, they shift gears.

I've always been highly critical of myself when I've not made an effective or needed pivot.

"The superior man blames himself. The inferior man blames others." - Don Shula (Head Coach, Miami Dolphins (1970-1995).

A complex mathematical concept isn't landing as intended. Instead of ploughing ahead, a masterful teacher might introduce a hands-on activity or relate the concept to the real world.

This flexibility not only salvages the lesson but often enriches it, turning potential failure into an opportunity for deeper understanding.

Transitions: The Art of Pedagogical Transitions

José Mourinho, one of soccer's most revered and controversial figures, is famously obsessed with transitions—the critical moments when a team shifts from defence to offence and vice versa. He understands that these brief intervals can dictate the flow and outcome of a match. In education, transitions hold similar power.

He puts incredible emphasis on communication between team members.

The flow of a lesson, especially within PBL frameworks, hinges on seamless transitions. Moving from introducing a topic to the exploration phase, guiding students from skill acquisition to prototyping, and finally showcasing their work requires meticulous orchestration. Each transition is an opportunity to maintain engagement or risk losing it.

"Tight transitions maximize instructional time and minimize the opportunity for students to become distracted. Effective teachers plan and rehearse transitions to make them swift and routine."— Doug Lemov (Teach Like a Champion).

Moreover, the school day is a tapestry of varied energies. Shifting from a high-energy group activity to a reflective individual task demands more than a simple announcement. It requires setting the tone through a brief mindfulness exercise or a provocative question that refocuses attention. These strategies breathe life into the curriculum, yet they seldom make it into the pages of pedagogical textbooks.

Teacher training colleges provide the scaffolding—the theories, the methodologies, the regulations. However, constructing an inspiring educator demands more than what is given in academic lecture halls. It calls for intuition, adaptability, and a deep understanding of the human element that pervades every classroom interaction.

What they don't teach you in teacher training college is that education is less a science and more an art—a dance.

It's an ever-changing canvas where knowing where to draw the lines when to pivot, and how to transition can transform a lesson and a student's trajectory.

These are the untaught truths that, once embraced, elevate teaching to a different level; as Julius Caesar once remarked, "Experience is the teacher of all things."

Doug Lemov, Teach Like a Champion: 49 Techniques that Put Students on the Path to College, Jossey-Bass, 2010, p. 183.