How educators’ backgrounds shape their teaching styles

Self-awareness and a willingness to grow can help educators ensure that background and personal experiences enhance teaching.

Roots (ages 5–7 years) at KEY academy engaged in project research.

“By consciously adapting my approach, I created an environment where students feel relaxed and can learn at their own pace.”

- Chioma Ogugua, Co-learner in the Roots learning group (ages 5 - 7 years).

Introduction

Have you ever considered how your upbringing shapes the way you teach? I didn’t - not at first. When I began my teaching journey, I focused on the surface: lesson plans, classroom routines, and student outcomes. But over time, I noticed patterns in how I managed my classroom, responded to students, and even defined what “good learning” looked like. These weren’t just professional decisions, they were deeply personal. As Parker J. Palmer, a renowned educator, writer, and founder of the Center for Courage & Renewal, says, “We teach who we are”.

That statement struck a chord. It helped me recognize that teaching is never neutral. Each of us brings our background into the classroom, values learned at home, past school experiences, even cultural assumptions about discipline, curiosity, or success. Whether we’re aware of it or not, these factors become the invisible script behind our actions.

How our stories shape the classroom

Like I mentioned, personal histories can shape how we show up in the classroom - influencing everything from our tone to our teaching style. For instance, someone raised in a highly structured environment might naturally adopt a firmer, more controlled teaching style. On the other hand, a childhood filled with open dialogue and creativity may lead to a more collaborative, student-led classroom. Research backs this up. A study by Biesta, Priestley, & Robinson (2015) found that teachers’ personal and professional histories shape their beliefs about teaching, which directly influence how they manage classrooms and connect with students.

Even our own schooling leaves a lasting mark. Whether we were taught by strict disciplinarians or nurturing mentors, these early educational experiences often serve as templates - ones we might follow or intentionally reject. I remember telling myself, If I ever become a teacher, I’ll make learning fun. I’ll be approachable. I’ll make sure students feel seen.

That desire came from my own discomfort with rigid, impersonal classrooms. Like Dewey, a philosopher, psychologist, and educational reformer, I came to believe that “education is not preparation for life; education is life itself”. Learning should be joyful, relational, and rooted in lived experience - not just memorization or obedience. But getting to that point wasn’t automatic. It took reflection, mentorship, and spaces where I could unlearn and relearn.

Finding a new way - KEY academy

This journey of self-awareness eventually led me to KEY academy - a project-based learning school where learning goes beyond textbooks and into real-world problem-solving. A school where an educator is not the sole authority, but a co-learner. At KEY, learning is active, student-centered, and rooted in real-world exploration. Children aren’t passive recipients of knowledge; they’re investigators, builders, storytellers. 

This shift in environment helped me align who I am with how I teach. Rather than recreating old scripts, I’ve learned to trust curiosity - mine and my students’. I’ve also learned that being a great teacher means being willing to grow: to question habits, adapt to student needs, and stay open to new perspectives.

Through ongoing professional development and collaboration with fellow co-learners, I’ve become more intentional about how my background shapes my teaching - and how I can continuously evolve.

Managing the influence

Recognizing and addressing the impact of personal backgrounds on teaching is an ongoing process. Over time, I’ve found a few key strategies that have helped me create a more balanced and effective approach in the classroom:

1. Self-awareness

One of the most important steps was becoming aware of how my background shaped my teaching style. I started questioning whether my methods truly served my students or simply reflected my own experiences. By consciously adapting my approach, I created a classroom environment where students feel relaxed and can learn at their own pace.

2. Seeking feedback

At KEY academy, feedback isn’t just encouraged - it’s essential. Regular input from leadership and colleagues helps us reflect on our practices and refine our methods. This culture of continuous feedback ensures that we don’t remain stuck in outdated teaching habits but instead evolve to better support our students.

3. Continuous learning

As co-learners, we are constantly exposed to new ways of thinking. Through training sessions focused on pedagogy, communication, student engagement, and classroom management, we refine our skills and stay updated on global best practices. We also participate in TED-style talks, where we present on teaching strategies, share insights, and explore ways to better connect with our students. I believe that learning never truly stops and as long as we keep growing, so will our students.

4. Adopting diverse teaching styles

Recognizing my own limitations pushed me to observe and learn from my colleagues as well as from educators in KEY academy’s global network. By understudying their teaching methods and gaining a deeper understanding of our student’s unique needs, I’ve been able to incorporate a variety of approaches that cater to different learning styles. As Nelson Mandela wisely said, “Education is the most powerful weapon which you can use to change the world.” Equipping ourselves with the right tools allows us to turn our personal histories into strengths rather than limitations.

5. Embracing cultural competency

Every student comes with a unique background, and as educators, it’s crucial to acknowledge and respect these differences. Being open to diverse experiences helps create an inclusive and supportive classroom environment. At KEY academy, we strive to foster a culture where every student feels valued, seen, and understood - ensuring that learning is not just effective but also meaningful.

Conclusion

Our backgrounds are an undeniable part of who we are, shaping our perspectives and approaches to teaching. When harnessed thoughtfully, they can enrich our classrooms, fostering deeper connections and more meaningful learning experiences. However, it’s essential to strike a balance - embracing the positive influences while actively addressing any limitations.

By being reflective and intentional, we can ensure that our personal experiences enhance rather than restrict our teaching. As the saying goes, “Your background does not define your destiny; it informs your journey”. I encourage you to take a moment to reflect on how your own experiences have shaped your work and use that awareness to create an even greater impact in the lives of your students.

Written by Chioma Ogugua, Co-learner, Roots learning group (ages 5 - 7 years) at KEY academy.

References

Biesta, G., Priestley, M., & Robinson, S. (2015). The role of beliefs in teacher agency. Teachers and Teaching, 21(6), 624–640. https://doi.org/10.1080/13540602.2015.1044325