Introduction
Effective teaching is a multifaceted skill that requires a balance of personal engagement and structured delivery. Daniel Willingham (2021, p. 70) argues that effective teachers must possess two key qualities: the ability to connect personally with students and the capacity to organise material in a way that is interesting and easy to understand. This essay critically evaluates the importance of both qualities—organisation and positive relationships—in achieving effectiveness as a teacher. Reflecting on my own development as a trainee teacher this year, I will explore the impact of the Core Content Framework (CCF), the progression of my practice, the theoretical perspectives that have shaped my thinking, and the good practice I have observed. Through this reflection, I aim to assess the extent to which I have developed these qualities and consider their necessity for effective teaching.
The Core Content Framework: A Foundation for Organisation and Relationships
The Core Content Framework (CCF), introduced by the Department for Education (DfE) in 2019, provides a structured guide for initial teacher training in the UK, outlining the fundamental knowledge and skills required for effective teaching (DfE, 2019). The CCF has significantly shaped my approach to teaching by offering clear benchmarks for curriculum planning, pedagogy, and behaviour management—all of which relate to Willingham’s emphasis on organisation. For instance, the framework’s focus on sequencing learning has encouraged me to design lessons with logical progression, ensuring that complex concepts are broken down into manageable parts. This aligns with Willingham’s view that material must be presented in an accessible manner (Willingham, 2021).
However, the CCF also underscores the importance of adaptive teaching and fostering pupil engagement, which ties directly to building positive relationships. During my placement, I found that adhering to the CCF’s principles around high expectations and responsive teaching helped me create a supportive classroom environment. For example, by consistently applying behaviour management strategies outlined in the framework, such as positive reinforcement, I was able to build trust with students. While the CCF provides a robust scaffold for developing organisational skills, its emphasis on relationships is arguably less explicit, which suggests that personal connection may require additional effort beyond structured guidance.
Development of My Practice: Balancing Organisation and Relationships
Throughout this year, my practice has evolved considerably in both organisational and interpersonal domains. Initially, my lessons often lacked coherence due to inadequate planning, resulting in disengaged students. Reflecting on feedback from mentors, I focused on structuring lessons with clear learning objectives and scaffolded activities, which improved student understanding. This mirrors Willingham’s assertion that organised material is essential for effective teaching (Willingham, 2021). For instance, in a recent lesson on fractions for a Year 7 class, I used visual aids and step-by-step explanations, which not only clarified the topic but also maintained student interest.
In terms of relationships, I have worked to build rapport by showing genuine interest in students’ wellbeing and adapting my communication style to suit individual needs. A notable example was supporting a student with anxiety by providing regular one-to-one check-ins, which fostered a sense of safety and encouraged their participation. While I have made strides in both areas, I recognise that my organisational skills are more developed than my ability to connect personally with every student. Time constraints and large class sizes often limit deeper interactions, suggesting that while both qualities are important, achieving balance is challenging in practice.
Theoretical Influences on My Thinking
Several theories have profoundly influenced my understanding of effective teaching, particularly in relation to Willingham’s dual qualities. First, Vygotsky’s sociocultural theory, which emphasises the role of social interaction in learning, has reinforced the importance of positive teacher-student relationships (Vygotsky, 1978). Vygotsky’s concept of the Zone of Proximal Development suggests that teachers must forge connections to scaffold learning effectively, a perspective that supports Willingham’s view on personal engagement. This theory has encouraged me to prioritise dialogue and collaboration in my classroom, often through group tasks that build peer and teacher relationships.
Additionally, Sweller’s Cognitive Load Theory has shaped my approach to organisation (Sweller, 1988). By understanding that students have limited working memory, I have learned to present information in smaller, structured chunks to avoid cognitive overload—an idea that resonates with Willingham’s call for clarity and accessibility in teaching material (Willingham, 2021). Applying this theory, I have redesigned worksheets to reduce extraneous content, which has visibly improved student focus. Together, these theories highlight that both organisation and relationships are indispensable, as they address different but complementary aspects of learning. However, I have found Cognitive Load Theory more actionable in my day-to-day planning, perhaps indicating a personal strength in organisational skills over relational ones.
Good Practice Observed: Learning from Others
Observing experienced colleagues has provided valuable insights into how organisation and relationships manifest in effective teaching. One mentor demonstrated exceptional organisational skills by using detailed lesson plans with differentiated tasks, ensuring all students could access the material. This not only maintained lesson flow but also captivated student attention, reinforcing Willingham’s point about making content interesting (Willingham, 2021). I have since adopted a similar approach, incorporating varied activities to cater to diverse learning needs, which has improved engagement in my lessons.
Equally inspiring was another colleague’s ability to build rapport through humour and empathy. They frequently shared personal anecdotes and encouraged open dialogue, creating a classroom atmosphere where students felt valued. This observation prompted me to integrate more informal conversations into my teaching, particularly during transitions between activities, which has helped strengthen my connections with students. Observing these exemplars confirms that both qualities are integral to effectiveness, though I have found emulating organisational strategies easier than replicating relational depth, possibly due to my introverted nature.
Conclusion
In conclusion, I largely agree with Willingham’s assertion that effective teachers must excel in both organisation and positive relationships, as these qualities address the cognitive and emotional dimensions of learning (Willingham, 2021). My engagement with the Core Content Framework has provided a strong foundation for structuring lessons, while my evolving practice reflects growth in delivering clear, engaging content and fostering student rapport. Theoretical perspectives such as Vygotsky’s and Sweller’s have deepened my understanding of these dual requirements, and observing good practice has offered practical strategies to emulate. However, while I have made progress in both areas, my organisational skills are currently stronger, with relationship-building requiring further development due to practical constraints and personal disposition. This reflection suggests that while both qualities are necessary, their relative importance may vary depending on context and individual teacher strengths. Moving forward, I aim to prioritise relational strategies to achieve a more balanced approach, recognising that true effectiveness lies in the synergy of structure and connection.
References
- Department for Education (DfE) (2019) Initial Teacher Training (ITT): Core Content Framework. UK Government.
- Sweller, J. (1988) Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), pp. 257-285.
- Vygotsky, L. S. (1978) Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
- Willingham, D. T. (2021) Why Don’t Students Like School? A Cognitive Scientist Answers Questions About How the Mind Works and What It Means for the Classroom. 2nd ed. Jossey-Bass.
