Teachability is a function of strategy

Tshwarelo Hosia | Monday February 23, 2026 06:18

Teachability is more of a function of strategy (effective teaching practices) and depends less on the academic prowess of students. All students, naturally gifted or not, require a little push from behind. The teacher factor in the equation is critically important. Naturally talented or not, students have a teacher for a purpose.

The presence of a teacher is not a luxury but a necessity. Students who are subjected to an inspiring and rigorous instructional regimen are bound to make dramatic and significant gains in their learning undertaking. Teachability does not fall from the sky. It is made and orchestrated from the desk of a teacher with cooperation from the student and a little support from the parent. It is earned and achieved through hard work and unrelenting emphasis on classroom instruction.

The teacher factor in the classroom should be given the respect that it deserves because it is a critical game-changer.

Hitherto, teachers may not have enjoyed full and sufficient credit for their efforts. Teachers, especially at the foundation stage of the education ladder, should be credited for their transformative roles in the classroom. They make noteworthy and timely interventions to alter and transform seemingly insurmountable learning tasks into successful teaching and learning endeavours. Well-schooled instructional leaders never give up on their students. The ever-optimistic teachers constantly inspire and embolden doubting, fearful and less confident students to soldier on. Fired up and inspired by a stupendous spirit of positivity and love that reigns in the classroom, students can reach greater horizons they never imagined and dreamt of. In the world of teachers, every student presents unique opportunities and challenges that define and fine-tune the character of classroom instruction. Teachers understand that classroom instruction cannot be static. Circumstances cause teachers to dig deep into their rich and varied teaching arsenal to craft appropriate academic jabs needed to address and close identified student learning and achievement gaps.

The right remedy cannot emerge out of a vacuum. It is informed by a deliberately calculated diagnostic process. The information derived from a diagnostic exercise defines and prescribes which academic job is relevant for which particular context. When academic hurdles appear a bit more difficult to navigate, it is important to start from the baseline, to unearth the root cause of the problem.

At the heart of classroom instruction is a question of the readiness of students for instruction. Just as automobiles are assessed for roadworthiness, or doctors collect samples to diagnose and determine prescriptions, students too should be thoroughly assessed to gauge the extent of their readiness for instruction. The outcome of the assessment should define classroom interventions. Making assumptions about the learning needs of students is a recipe for disaster. Testing reading, writing and comprehension skills is the starting point. Reading and writing constitute the foundation for learning. Therefore, proficiency in reading and writing should be targeted.

There is a need to establish a baseline indicating where students are in terms of reading and writing proficiency. For it is established that if students’ proficiency in reading and writing is lacking, they may not perform well across subjects.

The importance of administering diagnostic tests to gauge reading comprehension and writing skills cannot be overemphasised. For effective interpretation of the data to materialise, teachers should undergo prior training. Collaborative interpretation of data among the teachers is important to build synergy and a common understanding of the challenges at hand in order to map out common approaches and solutions.

Developing a data and student-driven classroom instruction places in doubt the efficacy and universal applicability of a rigid and inflexible pedagogy. Pedagogy is a dynamic, adjustable and living entity, which must be tailored to suit students’ peculiar needs and circumstances.

As a matter of necessity Instruction should match students’ learning needs. It should not be the other way round. It would be an exercise in futility to attempt to change students in order to match preconceived pedagogic standards of the teacher. Pedagogy should not be a water-tight and rigid system; rather, it should be adjustable and malleable to accommodate students with varying learning needs. Students, too, have a role to play in changing their own performance trajectories, and their participation and cooperation in the process is vitally important. They cannot be bystanders and free passengers in efforts aimed at aiding their learning process.

Once their learning abilities have been ascertained, teachers would tailor a step-by-step approach instruction subdivided into manageable portions. This is aimed at making each learner a master of his or her own destiny, running the race at ease and at one’s own pace. Mastery of each stage is important before promotion to the next learning hurdle is considered.

Learners would be required to come to the party to fully apply themselves. Teachers would make sacrifices to increase contact time with less confident students in order to close achievement gaps as soon as possible. Just like patients under the care of medical doctors, students should never default on their treatment. Each academic jab should be taken as prescribed. The role of parents in the process is equally important.

Parents should ensure compliance with each step of the way. When required to attend scheduled performance review conferences, parents and their children should honour such conferences. The performance reviews are designed to monitor and evaluate progress and nip in the bud any lapses of concentration or lack of effort.

The right academic jab, plus a relentless focus by students and a little push from parents, would make a profound difference in the quest for improved learning outcomes. No one should give up on students. Schools have a duty to inculcate a positive and enabling environment, and the statement that “I can do it”, championed at the school, should be reinforced at home with no lack of effort. A collaborative ecosystem, once nurtured and maintained, would yield desirable outcomes.