Why Best Practices Aren’t Used in Classrooms

Mar 9

Why Aren’t We Using Best Practices in Education?

There is a question that does not get asked often enough in education.

If we know what works for students, why are those strategies not used consistently in classrooms?

On this episode of The Flip Side, I sat down with educators Andre Deshotel and Naomi O’Brien to unpack that exact question. Together we explored the gap between research and reality, and why best practices often remain ideas instead of daily habits.

What we discovered was not about teachers lacking care or effort. It was about overwhelm, misunderstanding, and the pressure to constantly chase the next new idea.

The truth is simple.

The strategies that create the biggest results are usually the ones we already know.

The challenge is implementing them consistently and intentionally.

The Gap Between Knowing and Doing

Research in education is clear. Certain instructional practices consistently help students learn more effectively.

Yet many teachers report that they only use these practices some of the time.

Why does that happen?

One major reason is overwhelm. Teachers manage countless responsibilities every day. When time and energy are limited, it is easy to fall back on familiar routines rather than intentionally refining instruction.

Another barrier is modeling. Many educators have heard about best practices but have not seen them demonstrated clearly. Without that example, it can be difficult to know what strong implementation actually looks like.

There is also the influence of constant change in education. New initiatives, trends, and social media ideas appear constantly. Teachers can feel pressure to keep up rather than focusing deeply on strategies that already work.

Believing in best practices is important. Using them consistently is what truly changes student outcomes.

What Are Best Practices in Instruction?

In the conversation we referenced the instructional framework often called the “Five to Thrive.” These are core practices that consistently strengthen classroom learning.

They include clear learning targets, strong pacing and proximity, active student engagement, formative assessment, and explicit modeling.

These strategies are simple to describe but powerful when implemented well.

For example, writing a learning target on the board is not enough. Students need to understand it, connect to it, and revisit it throughout the lesson.

The difference between surface level implementation and intentional instruction is what moves the needle for students.

The Problem With “Sometimes”

Andre shared an analogy that made everyone pause.

Imagine going to the gym only twenty five percent of the time and expecting major results.

Instruction works the same way.

When best practices are used occasionally, results become inconsistent. Students benefit most when effective strategies are part of daily classroom routines.

Consistency allows teachers to refine their craft. Instead of constantly rotating new strategies, teachers can deepen the impact of proven ones.

Instructional growth is similar to building strength. It requires repetition, reflection, and time.

Moving From Compliance to Craft

One of the challenges we discussed is how best practices sometimes become compliance tasks.

Teachers may feel pressure to post objectives, follow certain steps, or check boxes for evaluations. When that happens, the purpose of the strategy can get lost.

Best practices were never meant to be checklists. They are tools for learning.

For example, learning targets should guide the entire lesson. Teachers can open the lesson by unpacking the goal with students, reference it during activities, and close by reflecting on progress toward the target.

When practices become part of instructional craft rather than compliance tasks, their impact grows.

Practical Ways to Start Using Best Practices Consistently

If you want to strengthen your use of best practices, the first step is not doing more.

It is focusing on one thing and doing it well.

Choose a practice you already use but want to refine. Commit to implementing it consistently for several weeks.

Seek out modeling and feedback. Watch experienced educators. Collaborate with colleagues. Invite coaching or peer observation.

Use formative assessment to reflect on results. If something is not working, adjust how you are implementing the strategy rather than abandoning it entirely.

And most importantly, give the process time.

Instructional change rarely produces instant results, but consistency leads to lasting growth.

The Role of School Leadership

Leaders also play an important role in whether best practices become part of school culture.

Teachers need space to experiment, refine, and grow without feeling like every strategy is simply another mandate.

Strong instructional cultures focus on learning rather than compliance.

Leaders can model effective instruction, provide coaching opportunities, and celebrate progress rather than just looking for completed checklists.

When teachers feel supported rather than evaluated, they are more likely to take the risks necessary to strengthen their practice.

Reflection Is Part of Growth

Naomi shared an important reminder during the conversation.

When results are not showing up, it does not mean the strategy is wrong. It often means the implementation needs adjustment.

Great teaching is built through reflection.

Ask questions about what worked and what did not. Seek advice from colleagues who have mastered the strategy. Make small shifts and continue improving.

Growth in teaching is a process of refinement.

Do Less, Better

One of the most powerful takeaways from the conversation was this idea.

Teachers do not need to spin ten instructional plates at once.

It is better to do three things well than ten things poorly.

Focus on the strategies that have the greatest impact on learning. Give yourself permission to refine those practices instead of chasing every new trend.

Naomi shared a simple piece of advice that captures this mindset.

Sometimes you have to trust the strategy before you fully believe it. Continue practicing it until you see the results for yourself.