Most experienced teachers have an instinctive 'feel' for what learners need, built up over many years in the classroom. However, one good way to ensure improved student outcomes is to focus more on the learning than on the teaching. Don't ask yourself 'what do I have to teach them next' before planning a lesson on that topic. Instead, rephrase the question to ask yourself 'what do I need them to learn' and then plan an activity that will specifically help them to learn it. The activity will vary depending on what you want them to do, but trust your instincts about how to get them involved in order to achieve the desired outcomes.

If we observe carefully a teacher uses a variety of pedagogical methods in one single class ranging from the most prescriptive and conventional methods to the most constructive ways of teaching to achieve the desired learning outcomes. The selection of pedagogy depends on the following aspects: 1. needs of children and their learning styles 2. the subject matter 3. the data based evidence of class performance 4. children's feedback 5. alignment with the contemporary educational discourse and the best practices 6. reflection on our implicit belief about the learner and learning Integration of the above elements help the teacher to design meaningful learning experiences for children based on the expected learning outcomes.

When facing conflicting pedagogical methods, I question the emphasis on learning outcomes as the only measure of success. Outcomes matter, but so does the process—how students engage, think, and grow. Rather than committing to one method, I focus on flexibility and responsiveness to the learners in front of me. I also reflect on the assumptions behind each method. What do they prioritize? What might they miss? Teaching isn’t about finding a "best" approach; it’s about creating a space where students can explore, question, and connect learning to something meaningful.