Many years ago, a student asked me a question, and I searched online for the answer. The primary school child looked at me in shock. When I asked why he seemed so surprised, he explained that he thought teachers knew everything. It was quite a fall from the pedestal when I had to admit that this was definitely not the case.
That moment became an unexpected teaching opportunity. Since then, I have made it a point to tell my students that if I do not know something, I will find out, and sometimes we search for the answer together. That moment has stayed with me. It reminds me that teaching is never one-way; in many ways, teachers are learners too. Over the years, moments like these have reminded me that many of the lessons I learn come from the students I teach.
Recognising Hidden Learning Struggles
One lesson my students teach me has little to do with curriculum and everything to do with character. Many of the children I work with face daily challenges in school that others may not see. Tasks that seem simple to their peers, such as reading aloud, copying notes, or organising their thoughts, often require tremendous effort. Yet they show up, try again, and keep going even when learning feels exhausting.
Working with students with dyslexia has deepened my understanding of patience, empathy, and flexibility. Progress is not always quick or linear. Some days require us to slow down, revisit what was taught, and find a different way forward. In the process, I am reminded that learning is not a race but a journey that looks different for every child.
Their perseverance is quietly inspiring. It challenges me to adjust my expectations, refine my teaching, and celebrate growth in all its forms, not just grades or speed, but effort, courage, and resilience. In learning to teach them better, I have learned to become more patient, more observant, and more compassionate. These lessons continue to shape how I teach and remind me to create classrooms where every learner can succeed. Their perseverance also challenges me to reflect on my own teaching.
Not every lesson unfolds the way we imagine. Some require us to rethink, adapt, and try again. There are moments in teaching that can feel frustrating, especially when I realise a student is not grasping what I am trying to teach. In those moments, I am learning to pause and reflect rather than push forward. I ask myself, how can this concept be presented differently, broken down further, or approached from another angle? I try new approaches; some work, and unfortunately, some do not. But when that “aha” moment finally appears on a student’s face, it makes every effort worthwhile.
Learning From Challenging Moments
Over the years, some of my most challenging students have made me a better teacher. They have taught me to rethink my methods, to be more patient, and to persevere. At times, the learning extends beyond academics. Behavioural challenges have brought similar lessons. I have learned to take things less personally and to focus instead on understanding the root of the problem and finding solutions. Experiences like these remind me that effective teaching is not about delivering perfect lessons but about remaining responsive, reflective, and willing to grow.
Over time, I have come to see that growing as a teacher requires humility. Not every lesson works the way we hope, and there is always room to improve. I have learned to acknowledge when something has not worked, adjust my approach, and try again. Being open to feedback, new ideas, and even what students show us is part of that growth. When students see that we are still learning, they understand that mistakes are part of the process. The attitudes we hope to build in our students begin with us. When we remain curious and willing to grow, we show them that learning never really stops.
A Shared Learning Journey
Teaching and learning are never one-way. While I guide my students, they shape me in return, teaching me patience, resilience, empathy, and new ways of seeing the world. My learning as a teacher never really ends, and when I remain open to learning from those I teach, regardless of their age, the classroom becomes a shared journey of growth.
In the end, teaching is not about who knows more, but about who is willing to keep learning.
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