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It should go beyond simply stating the problem and focus on understanding what exactly is letting teachers down so that misconceptions can be corrected and effective implementation achieved.

It is obvious that all teachers intend to provide comprehensive teaching during instruction; however, the style of teaching does not always reflect this intention.

Rote teaching is where a teacher focuses primarily on equipping learners with knowledge rather than understanding.

It is a dangerous practice that often produces little outcome despite significant energy expended during the lesson. This is because the methodology used tends to oppress learners, centering on the teacher rather than the individual learner, making learners inactive.

Such methodology allows the teacher to dominate the teaching and learning process, relying more on energy than creativity to enable learning.

Additionally, the major activity of learners becomes copying notes, which makes them dormant and prevents real learning.

Teachers’ explanations are often shallow or fail to address major facts during instruction, leading to an emphasis on minor ideas and limiting learners’ understanding.

The ability of the teacher to identify areas of emphasis is minimal, which restricts actual teaching across lessons.

Shallow or minimal learner activities that do not expand on what has been covered result in limited interpretation of learned competencies from different perspectives.

Teaching practical science as theory is another sign of rote teaching, as it emphasizes cramming of facts rather than understanding.

Low mastery and retention of taught concepts by learners, regardless of the topic, are also key indicators of rote teaching.

In summary, poor performance is the grand indicator of rote teaching, though many teachers often attribute it to other factors, which is incorrect.

Therefore, self-reflection on the kind of teaching being carried out is very important for achieving better performance.