March - The Myth of the Outstanding Teacher

The demand for exceptional teaching often arrives with unrealistic expectations: delivering flawlessly differentiated lessons, devising engaging and innovative activities each day, maintaining impeccable classroom management, and ensuring that every student reaches their potential - all while juggling administrative duties, marking, and personal wellbeing.

From Outstanding to Consistently Good Enough:

In the high-pressure world of education, teachers are often encouraged - if not explicitly required - to strive for “outstanding” performance. The notion of being an “outstanding” teacher has become synonymous with excellence, innovation, and unwavering dedication. However, this relentless pursuit of perfection can result in burnout, anxiety, and disillusionment. What if, instead of striving to be outstanding, teachers aimed to be:

“good enough, every single day”?

In the 1950s, British psychoanalyst and paediatrician Donald Winnicott introduced the concept of the “good enough” mother. This caregiver does not offer perfect, flawless parenting but instead provides reliable, responsive, and attuned care, enabling children to develop resilience, independence, and emotional wellbeing. The same concept can be applied to teaching.

Winnicott’s concept of “good enough” parenting was never about mediocrity but fostering a consistent and responsive environment where children could flourish. Similarly, a “good enough” teacher does not compromise on standards but prioritises what genuinely matters in the classroom: connection, responsiveness, and adaptability.

1. Emphasising Relationships Over Perfection
   
   Just as Winnicott argued that a child requires a caregiver who is present and attuned rather than flawless, students need emotionally available teachers who are engaged rather than worn out by unrealistic expectations. Prioritising relationships fosters trust, motivation, and a love for learning.
2. Allowing for Imperfection and Growth
   A good enough teacher understands that not every lesson will be a masterpiece, which is perfectly fine. Rather than pursuing perfection, teachers can exemplify resilience by reflecting on their mistakes, adapting, and demonstrating a growth mindset. This approach not only alleviates teacher stress but also imparts to students the value of perseverance and flexibility.
3. Creating an Atmosphere of Psychological Safety
   Just as children require a safe and reliable environment for development, students flourish in classrooms where they feel secure enough to ask questions, take risks, and make mistakes. An effective teacher cultivates this environment by being patient, approachable, and open to the messy, nonlinear essence of learning.
4. Maintaining Boundaries for Sustainable Wellbeing
   The outstanding teacher is often portrayed as someone who works long hours, answers emails late into the night, and sacrifices personal time for the job. In contrast, the good enough teacher understands the importance of boundaries and self-care. By setting realistic expectations for workload and mental health, teachers can sustain their passion for the profession without burning out.

The Power of Good Enough

The shift from striving to be outstanding to embracing the philosophy of being good enough is not about doing less—it is about doing what matters most. It is about recognising that presence, consistency, and care outweigh the pressure for constant innovation and perfection. When teachers adopt the “good enough” mindset, they foster more sustainable teaching practices, a healthier work-life balance, and classrooms where both teachers and students can thrive.

By embracing Winnicott’s ideas, teachers can free themselves from the pressure of perfection and rediscover the joy of teaching—not as an unattainable ideal, but as a meaningful and human endeavour. Good enough is not merely acceptable; it’s transformative.