One of the finest changes I observed as a teacher was the integration of my PDQ (Professional Development Qualification) training into my teaching methodology. For me, PDQ acted as a vital tool for connection, bridging the chasm between the learners and me. Managing a diverse group of students with varying requirements was a significant challenge, but PDQ guided me on how to plug learning gaps—especially the opportunity gap.
One of the most profound shifts occurred in my lesson planning. From the day I adopted the CLEAR model, my lesson plans did more than just alter the classroom scenario; they actively connected my learners to the Learning Objectives. The CLEAR model is a pedagogical framework ensuring lessons are purposeful and student- centered rather than a set of information for the sake of it. This was further enhanced by a sense of connectedness, where I incorporated real-life examples and hands-on activities.
My earlier classroom had been little more than a room designed to captivate young learners into following rigid plans. Without the CLEAR module, it lacked depth. This shift allowed students like me to learn how to refine a plan and truly enjoy the evolution of the process. I firmly believe that a teacher learns most while teaching. Through PDQ, I became acutely conscious of the expectations young learners have of their educators. I was delighted to see my students begin to expect more from me, which has kept the flame of learning bright and lively within me to this day.
A “good” teacher and a “smart” teacher do not differ in form, but in format. I adjusted my approach by allowing students to talk more than I do, accepting their “silly” answers, and encouraging participation that was previously underestimated. This commitment to collaboration and inclusiveness sparked a remarkable change. A comfortable environment not only encouraged me to learn new things but ensured that the continuous expectations of my learners kept the vision and mission of my school alive.
Teaching used to be just a job to earn a salary; beneath the surface, I never felt a genuine urge to learn alongside my students. However, after a student once invited me to “do it together,” I realised that children often teach us more than methods, lesson plans, or meticulously drawn roadmaps ever could. Theories can initiate change, but what truly transforms a classroom is the decision not to burden minds, but to let them understand. I learned from a young learner that the best way to teach a student is to become a student.
I realised why John Dewey (1938) in his famous work Experience and Education argued that education is a transaction between the student and the teacher. He further adds that a teacher must necessarily act as a facilitator rather than an external authority figure. By breaking the stereotype of the “all-powerful” teacher, we can enjoy a more impactful dynamic. For meaningful learning to occur, a teacher must be a fellow traveler in the classroom, making the educational transaction a lived norm rather than just a formal lesson-delivering machine.
BY: Zarafshan Manzoor