The Most Important Lessons Teachers Impart Are Not ‘Dictated by a Pacing Guide’

Meet Neema Avashia, a passionate educator with roots in southern West Virginia, born to Indian immigrants. Since 2003, she has inspired students in the Boston public schools as a civics and history teacher. Her hard work paid off when she earned the title of Boston Educator of the Year in 2013. This fall, she’s taking on a new challenge: transitioning from the classroom to a coaching role, where she supports educators teaching ethnic studies!

Reflecting on the Journey

Instead of packing up her classroom last June, Neema dismantled it. She encouraged her colleagues to take what they wanted, while recycling, donating, and tossing the rest. After 19 incredible years of teaching, she’s stepping away—at least for now.

If you asked Neema, she’d admit that this moment had been on her mind for a while. About five years ago, she started facing challenges in her school system that had her questioning everything. She pushed against poorly designed assessments and microaggressive comments on report cards. She fought hard for essential changes, like having a nurse in every school and easing the transition to high school for rising 9th graders. But that fight intensified when, in the fall of 2017, Boston decided to close her school, scattering students and staff everywhere. The school was later renovated and given to another community. It felt like home, where she and her students were getting gentrified out.

Neema’s journey included a battle to stop the school closure (which they actually won!), a struggle to hold onto their only green space for play (which they sadly lost), and dealing with the chaos of COVID. The initial plan to combat the pandemic involved providing $19 box fans for ventilation while teachers juggled online and in-person classes. It all piled up. Neema felt like she was repeatedly smashing into a wall without any hope of breakthrough, while the system continued to neglect the needs of both educators and students.

Eventually, the weight of those challenges got to her. The metaphorical wall felt too big to break down. While she aimed to push through, she found herself struggling instead—less patient and more easily frustrated. She realized her body needed a break, too. Now, she aims to extend care beginning with herself, then to her colleagues who are still in the trenches.

The Power of Unlearning

As Neema looked back at her career, she was struck by how much she had to unlearn to move forward. Much of what she initially learned about education and its goals was flawed. Unfortunately, these misconceptions continue to circulate almost two decades later. She firmly believes it’s time to toss out those outdated ideas and build something new.

Lesson 1: Compliance Isn’t the Goal

Neema kicked off her teaching career in 2003 at the peak of the No Child Left Behind era. During this time, fear-driven policies focused on high-stakes testing and strict compliance in classrooms erupted across the nation. Under this regime, if students weren’t complying, something was wrong with them—they needed fixing or should be removed from the classroom.

Growing up in predominantly white, rural schools didn’t prepare her for this reality. She arrived in city schools filled almost entirely with students of color but lacked the perspective needed to approach teaching effectively. Early in her journey, Neema aspired to meet the “effective teaching” standards defined by the school system. These standards put results and compliance above the humanity of students. It took her years to unlearn the institutional racism embedded within those ideas.

Ironically, the students who didn’t comply taught Neema the most about what was wrong in education. They provided insight into what they needed. Listening to them sooner might have changed everything. Sadly, many lost their way through dropouts, overdoses, violence, and incarceration. If only she’d focused on their needs from the start, her classroom could’ve been a haven for their voices.

Lesson 2: Standardization Isn’t Engagement

During her first year, a director came to evaluate how Neema’s teaching aligned with the district’s pacing guide. Were her lessons meeting the expected standards on the prescribed timeline? After the observation, he praised her dedication to sticking to the plan. Looking back, she cringes at how she and the director missed the real point.

The most powerful lessons weren’t the ones dictated by any guide. They stemmed from responsiveness to the context surrounding her students. Memorable lessons popped up when Neema noticed gaps or realized important concepts were missing. Moments came alive when she had students listen to Terrence Roberts speak about his integration experience at Central High School. That’s what made the history of desegregation tangible. Real learning happens not from books but from real-life connections!

Neema crafted tangible experiences in her classroom that transformed abstract ideas into lived realities. From constructing a tiny PVC pipe cube to illustrate the confinement experience, to giving students materials to create memorials for institutional racism, every hands-on project left an impactful mark. She wishes she had embraced such opportunities earlier to connect deeply with her students.

Lesson 3: Exceptionalism Isn’t the Answer

Like many, Neema grew up feeling like an exception, one of the few kids of color in a mostly white setting. As a queer kid, she lacked models to understand her identity. Throughout her life, she pushed through with sheer will. But as a teacher, trying to do everything alone just didn’t cut it.

At some point, she recognized that willpower alone wasn’t enough. Ignoring the systemic inequities impacting her students and their families was also a mistake. Real progress requires teamwork and community engagement. Neema learned that when she made strides against unjust decisions, it often stemmed from collaboration—listening and building relationships with families and community members.

Time stretched thin in education, making it hard to create meaningful relationships. It’s essential to choose wisely—between grading another stack of papers or investing time to connect with students, families, and colleagues. Focusing on relationships needs to take priority. Educators should make listening to the people most affected the driving force behind their decisions.

Advice from Experience

Looking back, Neema wishes she could tell her first-year self that teaching is a never-ending marathon. There’s no finish line or clear marker of success. The real goal is centering the humanity of young people and families, even when systems drive decisions with the opposite intention.

She often reflects on her first year with a cringe. It wasn’t terrible, but those early days felt rough compared to what came next. That’s why her first piece of advice for newbies is simple: Keep Work Samples! Taking pictures or saving documents of student work creates a treasure trove of memories and achievement. It’s crucial for showing student progress and inspires future classes.

Next, she’d say, “You Are the Expert.” Even first-year teachers have valuable knowledge to share. It’s easy to feel insecure among seasoned educators and families, but self-doubt shouldn’t eclipse your own expertise. Reflect, listen, and keep students at the center of everything you do.

Finally, she would grant her younger self a free pass: Don’t Give Homework! Seriously. The stress of collecting, grading, and chasing down homework often outweighs its benefits. Most students don’t want it, and many families feel overwhelmed by the nightly battle over assignments. Research shows that homework has a negligible effect on student achievement. So why not ditch it altogether?

While Neema can’t change her first teaching year, she knows that veterans can guide newbies in the right direction. They can reassure them about their skills and encourage them to critically examine the norms that often feel obligatory.

Final Thoughts

Teaching is tough and constantly evolving, but Neema’s journey brings hope. It reminds educators to focus on what really matters—connecting with students, nurturing their growth, and challenging outdated systems. So, if you’re a teacher (or aspiring to be one), remember that the real lessons aren’t found in pacing guides. They come from relationships, listening, and honoring the struggles and triumphs of your students.