Education is something that everyone experiences at some stage in their life. Teachers, being the most important part of education, as in schools, vary just like students. Teachers are not born with the ability to teach, they all start as beginners and become more expert in their profession by building on their experiences. There are five stages in the Dreyfus skill acquisition model; they are beginners, advanced beginners, competent, knowledgeable and experienced. To gain experience, it is essential to have deliberate practice along the way. In Dreyfus' skill acquisition model, beginner is the first level. These teachers are the new teachers with lack of experience and incapable of solving problems. In this phase, as described, novice teachers rigidly adhere to a pre-established plan or rules, without flexibility in different situations; and have no exercise of discretionary judgment. Even novice teachers have no desire to learn, they are only interested in achieving short-term goals. These features are described as non-situational, since the environment or situation is decomposed as context-free and embedded in a set of rules, which could be recognized or performed by people without experience of particular situations in the educational domain (Dreyfus and Dreyfus, 1980). The second phase is that of the advanced beginner. After a period of classroom experience, novice teachers begin to form limited situational perceptions, which means that they try tasks on their own, rather than strictly following the rules as independent of the context. There are characteristics called aspecting (Dreyfus and Dreyfus, 1980), which occur when teachers begin to understand their environment with a situational component. Now… middle of the paper… performance; it will be difficult to improve as a teacher and reach the highest level. On the path to proficiency, it becomes more difficult to reach or reach the next level. According to the power law of practice, the higher the level of competence, the more difficult it is to improve it, it is also called the principle of diminishing returns (Nigel G. 2014). Therefore it requires more time and concentration once a teacher has reached the high level. The path to proficiency in different professions is similar. It requires a great deal of time, concentration, reflection and practice. Teaching as a profession that is more focused on mental work rather than physical work requires more effort. From a novice teacher to an expert, high concentration and contribution, through deliberate practices, is essential; the novice teacher will accelerate towards an expert.