When I first observed a teacher trainee conducting a lesson, I couldn’t help but wonder, “How on earth is she going to teach tenses and parts of speech?” She had studied law for her degree and only decided to become a teacher after graduating.
Her response? “I’ll just make sure to read the English school textbooks faster than the kids.”
Fifteen years later, she might still say the same thing or perhaps she has changed – and perhaps there’s a nugget of truth in her words.
While speed-reading isn’t the key to great teaching, her approach captures something essential: a teacher’s willingness to learn, adapt, and step into the unknown with courage – breaking down complex concepts so that children can grasp them.
Whether it’s teaching tenses, long division or explaining circuits, most teachers aren’t trained specialists in every subject they teach.
When approaching a new topic, it’s important to take time to understand it deeply. One teacher shared that during her training, she focused on building a strong foundation by studying basic resources first. She then expanded her knowledge through accessible online videos and simple articles, embracing the role of a learner rather than waiting to become an expert.
Explore the unknown
Sometimes, starting from scratch gives us an edge. It helps us see concepts through a learner’s lens, anticipate misconceptions, and find creative ways to make the subject accessible.
By connecting new concepts to pupils’ existing knowledge, teachers make learning more accessible, meaningful and memorable. This principle also applies to us as teachers. When we face unfamiliar content, we begin by anchoring it to what we already know and then build upon that foundation.
One teacher shared how he planned a lesson he didn’t fully know the answers to. By modelling curiosity, and sometimes hiding his own frustration, he sparked incredible energy in the classroom. Pupils demonstrated problem-solving, collaboration and resilience because they were discovering the answers together.
Yes, it’s risky to go into a lesson blind. But when done with clear intentions and careful guidance, discovery-based lessons can transform how pupils (and teachers) feel about learning.
You don’t need to be an artificial intelligence (AI) expert to get its help. One teacher used AI to draft a lesson plan on “voltage vs power” for her Year Five class. She asked for a plan with an intro, teaching input, activity, and plenary, and then made small tweaks to match her classroom’s needs. What would have taken over an hour was done in minutes, giving her more time to personalise the learning.
AI can’t replace a teacher’s instincts or experience, but it can speed up planning, clarify tough topics, and spark new ideas. And that can make a real difference, especially when time is short.
Every teacher, no matter how seasoned, will sometimes feel unsure when stepping into a new topic. But it’s in these moments that we grow. By embracing lifelong learning, modelling curiosity, and using tools like AI or peer support, we turn the unknown from something we fear into something we welcome. Teaching isn’t about knowing everything; it’s about growing alongside our pupils, one discovery at a time.
SAMIHA MOHD SALLEH
Kota Tinggi
Johor
