We have all faced moments when a well-meaning approach doesn’t always work. While many strategies and approaches evolve with research, certain teaching misconceptions refuse to fade, often complicating our work or steering us away from best practices. Even with the best intentions, teaching strategies, classroom management, and student learning can be littered with teaching misconceptions, myths, or just plain misunderstandings. Let’s tackle 30 common teaching misconceptions head-on, break them down, and replace them with research-backed realities and actionable truths.
1. Personalized Learning Requires Extensive Time and Technology
When you hear “personalized learning,” do you immediately picture hours of prep or relying on expensive tech? Many teachers think of personalized learning as creating multiple lesson plans for students – a Herculean task, right? It’s a common teaching misconception, but the truth is much simpler. Personalized learning focuses on adjusting instruction to meet individual needs, not creating 25 unique lesson plans. Personalized learning focuses on tailoring aspects of the same lesson to meet diverse needs, not reinventing the wheel for every child. Strategies like flexible groupings and differentiated tasks get the job done without the overwhelm. (Bray & McClaskey, 2015; Pane, et al., 2015; Tomlinson, 2017; Watson & Murin, 2014)
Did You Know? According to a Bill & Melinda Gates Foundation study, “Personalized learning can increase student engagement and motivation by 20-30%.”
2. Teachers Should Never Group Students by Ability
The idea that you should never group students by ability has gained traction, but it’s a myth. Homogeneous groups, when used flexibly, are fantastic for targeted instruction. For example, pulling a small group to work on multi-digit division allows for focused practice, while advanced groups tackle enrichment tasks. AND research backs this up: Ability grouping can significantly improve student outcomes when reassessed regularly to avoid stagnation. (Johnson & Johnson, 1999; Hattie, 2023)
Did You Know? In small groups, students often show a 20% increase in participation and on-task behavior.
Related Post: 8 Different Ways to Group Your Students
3. Guided Instruction Ends When Students Start Working Independently
Let’s set the record straight here about these teaching misconceptions. I don’t think that you feel your job ends when students begin independent work. Instead, I’m referring to when some teachers believe that now the student is “on his or her own” and no longer needs the teacher for help. Guided instruction is about gradual release, not abrupt cutoffs. Keep checking in, providing support, and correcting misconceptions as students face challenges. Students never fully work independently, except during testing, where we use that information to guide our next instruction. (Hattie, 2009)
Did You Know? “Students who receive guided instruction show a 30% increase in problem-solving skills.
4. Centers Are Only for Review and Practice
Who said centers are just for review? That’s like saying recess is only for exercise. Centers are incredibly versatile and can be used to introduce new concepts, explore problem-solving, or dive into hands-on investigations. When structured well, they meet students where they are and challenge them to stretch their thinking. (Neuman & Roskos, 1997; Tompkins, 2010)
Did You Know? Learning centers can boost student engagement and autonomy by 25%.
Related Post: 20 Math Center Ideas
5. Stations Are Too Chaotic and Only for Younger Grades
If stations feel chaotic, it’s probably because expectations and routines aren’t clearly set yet. Stations work beautifully in upper elementary when students know exactly what’s expected. From conducting science experiments to solving math puzzles, stations can foster independence and engagement at any grade level. The key? A little front-loaded training and lots of consistency. (Morrow, 1997; Morrow & Gambrell, 2011)
Did You Know? Students who regularly work in learning centers demonstrate a 20% increase in collaborative skills and academic achievement.
Related Post: Making Centers Work
6. Pretests Are Stressful and Time-Consuming
Let’s be honest—nobody loves pretests, so this teaching misconception (along with some other teaching misconceptions) appears to be true at first glance. But when they’re short and focused, they’re a game-changer. Pretests give you a clearer picture of what students already know, so you’re not wasting time teaching material they’ve mastered. “Students who take a pretest before learning new material can improve their retention by up to 50%,” according to a study published in the Journal of Educational Psychology. (Fisher & Frey, 2014; McTighe & O’Connor, 2005)
Did You Know? Pretesting identifies what students already know and primes their brains for learning.
Related Post: Why You SHOULD Be Using a Preassessment
7. Tiered Lessons Mean More Work for Teachers
Tiered lessons often sound like extra work, but they’re about working smarter, not harder. By designing one core activity with slight variations in complexity, you can meet every student’s needs without reinventing the wheel. You’ll see many differentiation concepts along this list! It has many teaching misconceptions. (Tomlinson, 2001; Heacox, 2012)
Did You Know? Classrooms using tiered activities see a 25% increase in student engagement and success.
Related Post: How to Tier Your Lessons Successfully
8. Achievement Gaps Are Inevitable
This one drives me crazy! Achievement gaps are not a “fact of life.” Targeted interventions, culturally responsive teaching, and equitable access to resources can close gaps and create opportunities for all students. The research proves it: we can help all kids thrive with the proper support. Right before COVID hit, we were closing the gap more than at any other time in history… but we know how that went. We can get there again! (Darling-Hammond, 2010)
Did You Know? Addressing academic gaps early can improve student outcomes by up to 50%.
Related Post: 5 Smart Strategies to Crust the Achievement Gap
9. Standardized Testing Is the Best Way to Identify Gaps
Standardized tests may be part of the equation, but they’re hardly the whole story. Want to know what your students need? Look at their work, talk to them, and use formative assessments. These tools give you real-time insights that standardized tests just can’t. If anything, after teaching over 12 years, I can tell you that standardized tests tell you the least amount of information. (Shepard, 2000)
Did You Know? Targeted interventions can reduce the achievement gap by 30%.
10. Remediation Should Be Quick and Intensive to Close Gaps Rapidly
This one has two teaching misconceptions in the title. The “quick-fix” mentality doesn’t work when closing gaps. True remediation takes time and, most importantly, consistency. It’s about building understanding from the ground up, not cramming information. And it doesn’t need to be intense. If it’s too intensive, are we helping? (Torgesen, 2004)
Did You Know? Students who receive timely and targeted remediation are 40% more likely to achieve grade-level proficiency.
11. Interventions Are Only the Responsibility of Special Education Teachers
I hate to admit it, but when I started teaching, I (and a few others) believed in this teaching misconception! I was new and couldn’t do more than what was asked of me. I left much more work on the shoulders of the interventionalists, counselors, and special education staff than I should have. It doesn’t help that general educators are not educated enough about special needs, interventions, and other strategies.
Either way, interventions are a team effort! General education teachers play a huge role in identifying student needs and reinforcing strategies in the classroom. When everyone works together, interventions become more effective and seamless. (Friend & Cook, 2016; Fuchs et al., 2014; Batsche et al., 2005)
Did You Know? Early interventions can reduce the need for special education services by 40%.
12. Learning Acceleration Is Just Speeding Up Instruction for Gifted and Talented Students
If you think acceleration means “fast-forward,” think again. Actual learning acceleration prioritizes essential skills while weaving in the support students need. It’s like giving them a running start, not a push off a cliff.
This is a different form of acceleration than the buzzword used with gifted and talented students. This refers to providing students with only the essential skills and “just-in-time” support during grade-level content. The teaching misconceptions won’t stop with learning acceleration – there are some with “just-in-time” support, too! (Steiner & Weisberg, 2020; Kane & Staiger, 2002)
Did You Know? Learning acceleration can close learning gaps faster than traditional remediation, with a 30% higher success rate.
13. Activating Background Knowledge Takes Too Much Time
Background knowledge and prior knowledge (yes, they are two separate things!) provide a foundation for understanding and integrating new information. Students come with diverse experiences and knowledge, impacting their learning process to make connections or comprehend. It is crucial across all subjects to ensure that all students can access and engage with the content. Taking a few minutes to connect new material to what students already know is time well spent. It’s like giving them a map before sending them on a journey. Even a quick brainstorming session or discussion can make learning stick. (Bransford et al., 2000; Alexander & Jetton, 2000; Pressley & Afflerbach, 1995; Hirsche, 2006)
Did You Know? Activating prior knowledge can boost student comprehension and retention by up to 30%, and students with strong background knowledge in a subject area perform 25% better in related tasks.
14. Collaborative and Cooperative Learning Are the Same
These terms get thrown around like they mean the same thing, but they’re not. Collaborative learning is about shared responsibility, while cooperative learning involves structured roles. Both have their place, but understanding the difference was vital since it was part of my teaching misconceptions. (Johnson et al., 1998; Kagan, 1994)
Did You Know? Students participating in cooperative learning activities are 30% more likely to retain information and develop critical thinking skills. Collaborative learning can increase student engagement and achievement by 20%.
Related Post: 10 Collaborative Learning Strategies
15. Vocabulary Should Be Taught in Isolation
We all do it. Sure. I have, my neighbor has, and my children have. We have all had to memorize vocabulary words and what they mean. And while word lists might help with quick recall, teaching vocabulary in context is where the magic happens. When students encounter words in meaningful ways—like during a science experiment or a read-aloud—they’re more likely to remember and use them. When students encounter words in meaningful ways, like through texts, experiments, or projects, they internalize their meaning and apply it more effectively. Encourage them to use them during the day in context, which leads to gold! (Stahl & Nagy, 2006; Beck et al., 2013)
Did You Know? Rich vocabulary instruction can improve reading comprehension by 20-30%.
Related Post: 5 Activities to Learn Science Vocabulary
16. Classroom Discussions Are Only for Older Students
Who says fifth graders can’t hold a meaningful discussion? With the right structure—like think-pair-share, sentence stems, or debate formats—classroom conversations build critical thinking and help students process new ideas. Structured formats like Socratic seminars or “talk moves” give students the tools to express themselves and engage deeply with content. Discussions don’t just build communication skills—they also help students solidify and refine their understanding. Plus, they’re a great way to sneak in some speaking and listening standards. (McTighe & Lyman, 1988; Brookfield & Preskill, 2005)
Did You Know? Classroom discussions can increase student comprehension and retention by up to 20%
Related Post: Let’s Talk: 5 Worthwhile Ways to Supercharge Student Discourse
17. More Time on Task Equals More Learning
The best way for me to explain this is through my children. Every week, I complain because these girls are going through so much milk! How do we go through so much milk in a week? If you ask them, they’ll tell you they drink it. But I know better. I pick up all their quarter-filled, half-filled, and even chunky cups!
Just because they are pouring milk into a glass, claiming they are drinking it, doesn’t make it so. It’s not quality milk-drinking like Santa would appreciate… no- it’s just about quantity, like who can drive mom nuts the most by leaving the most milk around. At first glance, it looks like its quality- ah, my babies are drinking milk, all healthy. My babies focus on quantity, not the healthy quality milk brings.
Okay, that was a bit of a bad analogy, but it was fun. The point is that quality trumps quantity every time. A well-planned 30-minute lesson that keeps students engaged beats an hour of busy work any day. Hattie’s research (2009) shows that quality instruction drives learning, not just time spent in a seat. Focus your time on activities that matter (drinking quality milk) and watch the results follow (healthy bones). (I had to keep going!) (Silva, 2007; Berliner, 1990)
Did You Know? Adequate instructional time can increase student learning by up to 30%.
18. Accommodations Lower Expectations for Students
I know, I’m only halfway there and bringing out the bad analogies for these teaching misconceptions! Accommodations aren’t about making things easier—they’re about leveling the playing field. (We have all seen the image for differentiation in at least one of our textbooks of the kid at the game trying to see over the fence, but the other two kids are just ignoring him and being punks!) Giving students extra time on a test doesn’t lower the bar; it gives them a fair chance to reach it. Let’s ditch this outdated thinking – or change YOUR expectations. (Fuchs & Fuchs, 2006)
Did You Know? Providing appropriate accommodations can improve academic outcomes for students with disabilities by 25%.
19. Accommodations and Modifications Are the Same
They sound similar, but they’re not interchangeable. Accommodations change how students access the material, while modifications change what they’re expected to learn. Don’t feel bad if you didn’t know the difference or thought they were interchangeable synonyms. I did it. Most of us know what you mean, but it was just one of the many teaching misconceptions. (Hall et al., 2012)
Did You Know? Students with tailored modifications are 30% more likely to succeed in inclusive classrooms.
20. Opening and Closing Activities Are Fluff
Being a very “over the top” teacher, I love openings and closings of lessons. I know; I suspect I’m a rare bird. However, far from fluff, these activities are like bookends to a great lesson. Openings grab attention, increase motivation, and activate knowledge, while closings reinforce learning, help students reflect, and give you an idea of how things went. Skipping them is like serving a meal without appetizers or dessert—functional but far less satisfying. (Hunter, 1982; Rosenshine, 2012)
Did You Know? Motivated students are 40% more likely to achieve academic success.
21. There’s Never Enough Time to Meet All Classroom Needs
As a teacher, it can feel like you’re always racing the clock, but you can make time work for you with the right systems. Prioritize high-impact strategies like small-group instruction and independent practice, and use tools like task rotations to free up time. Research shows that teachers can address diverse needs more efficiently when classrooms are structured with clear routines and planning. (Schmoker, 2011)
Did You Know? Students in classrooms with well-managed time show a 25% improvement in academic performance.
22. Inclusivity Is Only About Disabilities & Lowering Standards
Inclusivity often gets mislabeled as solely accommodating students with disabilities, but it’s much broader than that. An inclusive classroom welcomes all students—regardless of language, culture, or background—and makes them feel valued. Research by Banks & Banks (2019) shows that inclusivity boosts academic achievement and fosters social-emotional growth for everyone.
Inclusive practices don’t lower the bar; they help students climb to meet it. Differentiated supports and scaffolds are designed to remove barriers, not expectations. (McLeskey & Waldron, 2007; Katz & Mirenda, 2002)
Did You Know? Hattie’s research (2009) shows inclusive strategies can raise student achievement by as much as 25% when implemented effectively.
Related Post: 20 Breakthrough Differentiation Strategies to Help Your Students Thrive
23. Gifted Students Do Not Need Special Support
The thing is- gifted students are human and not talented in all areas, despite what some may think. It’s not uncommon for students who are in remediation or cannot be gifted in other areas. Sometimes, these students are overlooked for being bright, advanced, or gifted students in other areas. It should never be assumed that a student is gifted in all areas, just as I don’t assume an athlete is gifted in all sports. We aren’t wired to be great at all things. That’s what makes us unique. And if you think your student carries all A’s, they are talented in all areas and don’t need support – you aren’t challenging them enough. I have rambled enough about this, but it’s so important that children of all abilities are challenged.
Gifted students require differentiated instruction and challenges to meet their full potential. This means they need to be challenged to the point that they are also placed in the gradual release of responsibility. They should need some assistance. In fact, without appropriate support, gifted students can become disengaged and underachieve. Giftedness can be domain-specific, and students may excel in some areas while needing support in others. (Tomlinson, 2005; Reis, et al, 2009; Gagne, 2005)
Did You Know? Gifted students can underachieve by up to 50% if not adequately challenged.
24. Culturally Responsive Teaching is Celebrating Holidays of All
One new and common misconception is that culturally responsive teaching means showcasing other holidays or events from multiple cultures worldwide. We see this a lot around Christmas and other holidays around the world. Sometimes, we see it celebrating Black History Month only in February. But that is not culturally responsive teaching. While those activities are a start, authentic, culturally responsive classrooms integrate students’ cultural backgrounds into daily lessons. These are not assumed cultural backgrounds. For instance, one should never assume an Asian has Asian traditions or customs. (Ladson-Billings, 1995; Nieto & Bode, 2018;
Did You Know? This approach enhances understanding and can close the achievement gap by up to 50%!
25. It’s Unfair to Give Different Tasks to Students
Fair doesn’t mean equal—it means giving students what they need to succeed. Some students might need extra scaffolding, while others thrive with enrichment. Differentiation ensures all students are challenged and supported appropriately. Equity in the classroom creates a level playing field where every student has a chance to shine.
Did You Know? Students who receive scaffolded instruction are 35% more likely to grasp complex concepts.
26. People Have Learning Styles
The belief that students learn best when taught to their “style” (visual, auditory, kinesthetic) has been debunked repeatedly. It lacks scientific support, yet the concept of learning styles still seems widely accepted as fact. While students may have preferences, research shows that combining multiple methods—like visuals and hands-on activities—works best for everyone (Pashler et al., 2008). Focus on the content, not the “style.”
Did You Know? Surveys indicate that 80-95% of individuals in the U.S. and other industrialized nations believe in learning styles.
27. Memorization Is the Best Way to Learn Math Facts
Rote memorization might seem the quickest route, but it often skips over understanding. Relying solely on memorization can be detrimental to mathematical knowledge. Emphasizing rote memorization of math facts through repetitive practice and timed testing is unnecessary and can be damaging, as it neglects the development of number sense. Teaching strategies like grouping numbers or using visual patterns build a foundation that lasts far longer. Fluency comes from repeated exposure to meaningful contexts, not just flashcards. (Marzano, 2007)
Did You Know? Research indicates that learners forget approximately 50% of new information within an hour, 70% within 24 hours, and up to 90% within a week, highlighting the limitations of rote memorization without meaningful engagement.
Related Post: Activities for Practicing Fact Fluency
28. Teaching Facts Is Less Important in the Age of Google
While we can Google just about anything, foundational knowledge is still critical. You can’t analyze, evaluate, or create without a solid base of facts. Think of it like math: solving equations becomes exponentially more complicated if students don’t know their basic facts. Willingham (2009) reminds us that knowing facts frees cognitive space for deeper learning.
Did You Know: Studies show that active learning strategies (such as hands-on activities and group discussions) lead to a 93.5% retention rate of learned information after one month, compared to 79% for passive learning methods.
29. People Only Use 10% of Their Brains
This one cracks me up. Like rolling on the floor! Every part of the brain serves a purpose, and scans show that nearly all regions are active throughout the day, even during rest. Instead of focusing on myths like this, let’s talk about strategies that boost brainpower, like active engagement and scaffolding. (It’s not one of the teaching misconceptions, but I thought it’d be fun to include it!) (Chew, 2018)
Did You Know: Despite this being debunked by neuroscientific research, a 2013 survey revealed that approximately 65% of Americans believe this misconception.
30. Gamification Is Just Playing Games
Gamification isn’t about throwing random games into your lessons—it’s a research-backed strategy to engage students. Elements like challenges, levels, and rewards turn mundane tasks into exciting opportunities for growth. (Hamari et al., 2014; Deterding et al, 2011)
Did You Know? 80% of learners say they would be more productive if their school or work were more game-like. (But, does that surprise you based on the world our minors live in?)
Related Post: Why You SHOULD Use Games in Your Classroom
Teaching misconceptions can weigh us down, but busting these myths opens doors to better practices, happier students, and a more manageable workload. Which of these surprised you the most? I’d love to hear your thoughts and any myths you’ve busted in your classroom!
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